One can argue that all environments are hostile, and that death and extinction are probable events, while survival is improbable.  Just how life has managed to overcome this improbability is a problem which many biologists find challenging and fascinating. In my opinion, this problem may well be used as the framework on which to build the teaching of biology [1].

Building upon profound observations along these lines, readers may find that Kanipe offers some poetically illustrated support for my conjecture that this problem may well be used as the framework on which to build the teaching of every science — from biology to cosmology to economics to political science.

On the Origin of Mass Extinctions:  Darwin’s Nontrivial Error offers a few choice previews from this beautiful, optimistic, and most highly recommended book!

Matt Funk, FLS

[1].  DOBZHANSK Y, T.    (1964).    Biology, Molecular and Organismic. Amer Zool 4:443–452.

A few months back, my Aunt Charlotte wrote, wondering why I — a relentless searcher focused upon human evolution and long-term human survival strategy, had chosen to pursue a PhD in economics (Banking & Finance).  I recently replied that, as it turns out, sound economic theory and global financial stability both play central roles in the quest for long-term human survival.  In the fifth and final chapter of my recent Masters thesis, On the Problem of Sustainable Economic Development:  A Game-Theoretical Solution, I argued (with considerable passion) that much of the blame for the economic crisis of 2008 (which is, essentially still upon us) may be attributed the adoption of Keynesian economics and the dismissal of the powerful counter-arguments tabled by his great rival, F.A. von Hayek.  Despite the fact that they remained friends all the way until the very end, their theories are diametrically opposed at nearly every point.  There was, however, at least one central point they agreed upon — indeed, Hayek was fond of quoting one of Keynes’ most famous maxims:  “The ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is commonly understood. Indeed the world is ruled by little else” [1].

And, with this nontrivial problem and and the great Hayek vs. Keynes debate in mind, I’ll offer a preview-by-way-of-prelude with this invitation to turn a few pages of On the Problem of Modern Portfolio Theory:  In Search of a Timeless & Universal Investment Perspective:

It is perhaps significant that Keynes hated to be addressed as “professor” (he never had that title). He was not primarily a scholar. He was a great amateur in many fields of knowledge and the arts; he had all the gifts of a great politician and a political pamphleteer; and he knew that “the ideas of economists and political philosophers, both when they are right and when they are wrong, are more powerful than is generally understood.  Indeed the world is ruled by little else” [1].  And as he had a mind capable of recasting, in the intervals of his other occupations, the body of current economic theory, he more than any of his compeers had come to affect current thought.  Whether it was he who was right or wrong, only the future will show.  There are some who fear that if Lenin’s statement is correct that the best way to destroy the capitalist system is to debauch the currency, of which Keynes himself has reminded us [1], it will be largely due to Keynes’s influence if this prescription is followed.…

Perhaps the explanation of much that is puzzling about Keynes’s mind lies in the supreme confidence he had acquired in his power to play on public opinion as a supreme master plays on his instrument. He loved to pose in the role of a Cassandra whose warnings were not listened to.  But, in fact, his early success in swinging round public opinion about the peace treaties had given him probably even an exaggerated estimate of his powers.  I shall never forget one occasion – I believe the last time that I met him – when he startled me by an uncommonly frank expression of this.  It was early in 1946, shortly after he had returned from the strenuous and exhausting negotiations in Washington on the British loan.  Earlier in the evening he had fascinated the company by a detailed account of the American market for Elizabethan books which in any other man would have given the impression that he had devoted most of his time in the United States to that subject.  Later a turn in the conversation made me ask him whether he was not concerned about what some of his disciples were making of his theories.  After a not very complimentary remark about the persons concerned, he proceeded to reassure me by explaining that those ideas had been badly needed at the time he had launched them.  He continued by indicating that I need not be alarmed; if they should ever become dangerous I could rely upon him again quickly to swing round public opinion – and he indicated by a quick movement of his hand how rapidly that would be done. But three months later he was dead [2].

As always, any and all comments, criticisms, thoughts, and suggestions are welcome!

Bidding you Godspeed,

Matt Funk, FLS, PhD Candidate, University of Malta, Dept. of Banking & Finance

[1].  KE YNES, J. (1920).  The General Theory of Employment, Interest and Money (Palgrave Macmillan, London).

[2].  HAYEK, F.  (1952).  Review of R.F. Harrod’s ‘The Life of John Maynard Keynes’. J of Mod Hist 24:195–198.

Perhaps the most important lesson, which I have learned from Mises, was a lesson located outside economics itself.  What Mises taught us in his writings, in his lectures, in his seminars, and in perhaps everything he said, was that economics—yes, and I mean sound economics, Austrian economics—is primordially, crucially important. Economics is not an intellectual game. Economics is deadly serious.  The very future of mankind —of civilization—depends, in Mises’ view, upon widespread understanding of, and respect for, the principles of economics.

This is a lesson, which is located almost entirely outside economics proper.  But all Mises’ work depended ultimately upon this tenet.  Almost invariably, a scientist is motivated by values not strictly part of the science itself.  The lust for fame, for material rewards—even the pure love of truth—these goals may possibly be fulfilled by scientific success, but are themselves not identified by science as worthwhile goals.  What drove Mises, what accounted for his passionate dedication, his ability to calmly ignore the sneers of, and the isolation imposed by academic contemporaries, was his conviction that the survival of mankind depends on the development and dissemination of Austrian economics…

Austrian economics is not simply a matter of intellectual problem solving, like a challenging crossword puzzle, but literally a matter of the life or death of the human race.

–Israel M. Kirzner, Society for the Development of Austrian Economics Lifetime Achievement Award Acceptance Speech, 2006

Dear Lifeboat Foundation family & friends,

This 243-page thesis and this 16-page executive summary deliver a tenable, game-theoretical solution to this complex global dilemma:

Our narrative tables evolutionarily stable strategy for the problem of sustainable economic development on earth and other earth-like planets.  In order to accomplish the task at hand with so few words, we hit the ground running with an exploration of Bertrand Russell’s conjecture that economic power is a derivative function of military power.  Next we contextualize the formidable obstacle presented of teleological thinking.  Third, we introduce Truly Non-cooperative Games – axioms and complimentary negotiation models developed to analyze a myriad of politico-economic problems, including the problem of sustainable economic development.  Here we present The Principle of Relative Insularity, a unified theory of value which unites economics, astrophysics, and biology.  Finally, we offer a synthetic narrative in which we explore several crucial logical implications that follow from our findings.

Those interested in background details and/or a deeper exploration of the logical implications that follow from this theoretical development may wish to pursue a few pages of an comprehensive, creative, and thoroughly exhaustive letter of introduction to this abridged synthesis: The Principles of Economics & Evolution:  A Survival Guide for the Inhabitants of Small Islands, Including the Inhabitants of the Small Island of Earth.

Those interested in considering how this game-theoretical solution informs “evolutionarily stable” investment strategy may also wish to take in a brief overview of my PhD research:  On the Problem of Modern Portfolio Theory: In Search of a Timeless & Universal Investment Perspective.

Please feel free to post all thoughts, comments, criticisms, and suggestions.

Thanks for reading!

Sincerely,

Matt Funk, FLS, BSc, MA, MFA, PhD Candidate, University of Malta, Department of Banking & Finance

PS:  The author would like to thank the Lifeboat Foundation, Linnean Society of London, Property and Environment Research Center, Society for Range Management, Professors Kurial, Nagarajan, Baldacchino, Fielding, Falzon (University of Malta), Lockwood (University of Wyoming), MacKinnon (Memorial University), Sloan (Lancaster University), McKenna (Notre Dame), Schlicht (Ludwig-Maximilians- Universität München) and his dedicated team at MPRA, author & astronomer Jeff Kanipe, Dr Willard S. Boyle, Dr John Harris, fellow students, family, and friends for their priceless guidance, support, and encouragement.    He also sends out a very special thanks to Professors Frey (Universität Zürich), Selten (Universität Bonn), and Nash (Princeton University) for their originality, independence, and inspiration.

The conference was hosted by the American Federation of Aging Research (AFAR). AFAR is a forward-looking organization that provides financial support for early- and mid-career scientists who are developing careers in the study of aging.

This conference, entitled “You are What you Don’t Eat!” presented two world-famous CR scientists, Drs. Luigi Fontana and Donald Ingram. After an introduction from AFAR’s board member, Dr. Jack Watters, both scientists shared many profound insights that could extend healthy lifespan for millions of people.

Dr. Fontana first reminded us how important calorie restriction research is for the health and financial viability of the health care system: “Cardiovascular disease (CVD), cancer, stroke and diabetes account for nearly 70% of the deaths in the United States and Europe. About 80% of adults over 65 years of age have at least one chronic disease, and 50% have two or more of these chronic diseases that accelerate the aging process¹ .” The point he makes is that health care systems, especially with our rapidly aging population cannot sustain this large number of people with disease.

Meanwhile, his CR studies – many done in conjunction with the CR Society Intl. – show that those following a serious CR diet exhibit less risk of cardiovascular disease, cancer, stroke, and diabetes – all chronic diseases that people in Western societies are so prone to. Drawing parallels with animal studies, Fontana points out that CR mice are found to live much longer and in better health. When they die, autopsies show no sign of a chronic condition. Dr. Fontana says the same is possible for people. He hailed the healthiest old people as “escapers:” people who live to 100 and contract no chronic disease.

Against that backdrop, Dr. Fontana explained that his human CR studies have looked carefully at various markers in human calorie restrictors – T3, IGF-I, insulin, glucose, correlating them to successful CR, established in animal studies. This has given him a battery of indicators that can used by anyone to judge the effectiveness of a CR regimen. These are the core of the CR Way biomarkers that we recommend for testing and tracking by anyone following a CR diet. Fontana’s presentation underlines the reality that living free of chronic disease is attainable for humans.

Dr. Ingram presented valuable research results.  He discussed many aspects of  his productive CR research career, including his search for a CR mimetic. He has looked at some well known candidates such at Metformin (producing no difference in life span extension in his studies), 2 d-oxyglucose, (proving to be unusable because of dangerous side effects in the heart). And a promising possibility: avocado-derived mannoheptulose. Highly recommended by The CR Way, avocados have a profound glucose/insulin-lowering effect, according to Dr. Ingram. He attributes this to mannoheptulose, a sugar that’s rare in the human diet and that reduces glycolysis via hexokinase inhibition.

Bioavailability of avocado-derived mannoheptulose in dogs

Gary Davenport¹, Stefan Massimino¹, Michael Hayek¹, Michael Ceddia¹, John Burr¹, Chyon-Hwa Yeh¹, Lijuan Li¹, George Roth² and Donald Ingram³

¹ Procter & Gamble, Lewisburg, OH
² Geroscience, Pylesville, MD
³ Pennington Biomedical Research Center, Baton Rouge, LA

The FASEB Journal: The Journal of the Federation of the Societies for Experimental Biology, now on their Web site: http://www.fasebj.org/cgi/content/meeting_abstract/24/1_MeetingAbstracts/725.3, accessed April 1, 2011

Mannoheptulose (MH) is a 7-carbon sugar found in avocados and other natural sources that acts to reduce glycolysis via hexokinase inhibition. It has been proposed as a calorie restriction (CR) mimetic that delivers anti-aging and health-promoting benefits of CR without reducing food intake. Three studies were conducted to evaluate MH bioavailability when fed to dogs as an avocado extract (AvX) based on MH levels in urine (Study 1) and plasma (Study 2 & 3). In Study 1, Labrador Retrievers (LR; n=15) and Fox Terriers (n=15) were fed AvX-containing diets formulated to deliver 0, 2 or 5 mg MH/kg BW. All dogs were subjected to 24-hour quantitative urine collections. A dose-dependent increase (p<0.05) in urinary MH occurred with increasing dietary MH. In Study 2, LR (n=6) were fed AvX-containing diets once daily to deliver 0, 1 or 2 mg MH/kg BW. Sequential blood samples were collected before and after feeding through 12 hr and at 24-hr post-feeding. Plasma MH increased (P<0.05) with both MH diets compared to control. Peak MH occurred 6–8 hr post-feeding and returned to non-detectable levels by 24 hr. In Study 3, similar MH results were observed for LR (n=10) fed AvX-containing diets twice daily to provide 0 or 2 mg MH/kg BW. Peak MH occurred within 2–4 hr of MH consumption and returned to non-detectable levels by 24 hr.

Mannoheptulose, fed as an avocado extract, is biologically available in dogs based on its appearance in plasma and urine.

Dr. Ingram shared some additional successful research² on the neuroprotective effects of blueberries. He and his colleagues found that mice that were injected with a blueberry extract were protected against neurodegeneration induced by a toxic substance.

The growing interest in phytonutrients for health and longevity was reinforced by Dr. Fontana, who reported a current experiment gauging the effects of a cocktail of polyphenol extracts.

_______________

On behalf of everyone interested in longevity, we asked the scientists to tell us where they think the next important areas of their research should be. Dr. Fontana wants to turn his attention to CR and cancer, noting that many unknowns continue to make preventing cancer’s occurrence – even predicting its likelihood – difficult. He reminded us that “cancer is the second leading cause of death in many developed countries,” accounting for approximately one-fourth of all deaths. Among women, aged 40 to 79, and among men aged, 60 to 79, cancer is the leading cause of death in the U.S. The lifetime probability of developing cancer is 46% for men and 38% for women² . Furthermore, many of the processes of cancer mirror processes of aging, so this research will do double duty.

Dr. Fontana believes that by looking at CR, which has been shown to reduce cancer incidence and rate of metastasis in animal and human studies³, better ways will be found to predict the likelihood of cancer as well as to prevent it.

This line of study will also help determine potential aging markers, a recurring theme for both presenters. Dr. Ingram declared in his answer to our question: Rate-of- aging markers need to be established and validated. Future projects need to focus on this work. Further, he called on the gerontological community to work hard on building consensus on these biomarkers, so that they can be used by researchers, healthcare professionals, and longevists.

We are heartened to know that forward-thinking organizations like AFAR are facilitating the work of talented scientists who will likely make it possible ultimately for all to live in good health longer.

The hope of the CR Society Intl. and The CR Way is that the work of these scientists will be fully appreciated and that government and other funders will respond with the support that is needed to pursue research that helps us all live longer, disease-free lives and ultimately makes a big difference in the financial viability of health care.

Thanks to the Lifeboat Foundation for inviting me to share this information.

Paul McGlothin,

Vice President Research, The CR Society International

Co-author, The CR Way

Executive Director, The CR Way Longevity Center

paul@livingthecrway.com

___________

¹ Modulating Human Aging and Age-Associated Diseases

Luigi Fontana, M.D., Ph.D.

Biochimica Biophysica Acta. 2009 Oct;1790(10):1133–8. Epub 2009 Feb 10.

Population aging is progressing rapidly in many industrialized countries. The United States population aged 65 and over is expected to double in size within the next 25 years. In sedentary people eating Western diets aging is associated with the development of serious chronic diseases, including type 2 diabetes mellitus, cancer and cardiovascular diseases. About 80 percent of adults over 65 years of age have at least one chronic disease, and 50 percent have at least two chronic diseases. These chronic diseases are the most important cause of illness and mortality burden, and they have become the leading driver of health care costs, constituting an important burden for our society.

Data from epidemiological studies and clinical trials indicate that many age-associated chronic diseases can be prevented, and even reversed, with the implementation of healthy lifestyle interventions. Several recent studies suggest that more drastic interventions (i.e. calorie restriction without malnutrition and moderate protein restriction with adequate nutrition) may have additional beneficial effects on several metabolic and hormonal factors that are implicated in the biology of aging itself. Additional studies are needed to understand the complex interactions of factors that regulate aging and age-associated chronic disease.

PMID: 19364477

²A blueberry-enriched diet provides cellular protection against oxidative stress and reduces a kainate-induced learning impairment in rats.

Duffy KB, Spangler EL, Devan BD, Guo Z, Bowker JL, Janas AM, Hagepanos A, Minor RK, DeCabo R, Mouton PR, Shukitt-Hale B, Joseph JA, Ingram DK.

Laboratory of Experimental Gerontology, Intramural Research Program, National Institute on Aging, National Institutes of Health, 5600 Nathan Shock Drive, Baltimore, MD 21224, USA.

Neurobiology of Aging. 2008 Nov;29(11):1680–9. Epub 2007 May 23.

Young male Fischer-344 rats were fed a diet containing 2% blueberry (BB) extract or control diet for at least 8 weeks and then received bilateral hippocampal injections of kainic acid (KA 200 ng/0.5 microl) or phosphate buffered saline (PBS). One week later rats were trained in one-way active footshock avoidance in a straight runway followed the next day by training in a footshock motivated 14-unit T-maze with documented sensitivity to hippocampal glutamatergic manipulations. Based on analyses of several performance variables, KA-treated rats exhibited clearly impaired learning performance; however, the BB diet significantly reduced this impairment. Supporting the behavioral findings, stereological assessment of CA1 pyramidal neurons documented greater neuronal loss in KA-treated controls compared to KA-treated rats on the BB diet.

In an in vitro experiment, FaO cells grown in medium supplemented with serum from BB-fed rats had enhanced viability after exposure to hydrogen peroxide. These findings suggest that BB supplementation may protect against neurodegeneration and cognitive impairment mediated by excitotoxicity and oxidative stress.

³ Calories and carcinogenesis: lessons learned from 30 years of calorie restriction research.
Hursting SD, Smith SM, Lashinger LM, Harvey AE, Perkins SN.
Carcinogenesis. 2010 Jan;31(1):83–9. Epub 2009 Dec 7.

Calorie restriction (CR) is arguably the most potent, broadly acting dietary regimen for suppressing the carcinogenesis process, and many of the key studies in this field have been published in Carcinogenesis. Translation of the knowledge gained from CR research in animal models to cancer prevention strategies in humans is urgently needed given the worldwide obesity epidemic and the established link between obesity and increased risk of many cancers.

PMID: 19969554

# # #



Yesterday I gave a talk at the Snoqualmie Valley School District Foundation fundraising luncheon. My role was to help them envision the future of education. Some of the comments I made yesterday will be relevant to the scenarios we build on this blog. As an avid anti-futurist, I said I didn’t know what education would look like, but that I was tracking how many of its attributes might play out.

That said, there are some things I feel very strongly about, regardless of the future. These are considered robust implications in a scenario planning exercise. I will discuss a few of those, and then discuss some of the uncertainties.

Learning How to Learn With technology evolving at an exponential rate, and with it the rise of new industries; and with ever more of the planet’s human population bumping into each other in cyberspace, if not directly connecting to one another through social media, the ability to learn new things will be important. Successful people will learn this regardless of their formal education experience, but there will be tremendous missed opportunity if we don’t use the 19-years of education afforded most students (yes, less in developing countries, but increasing) to teach students how to learn, and through that, how to accept and embrace change.

Horizon Scanning and Scenario Planning It may seem a bit self-serving to say that scenario planning is a robust implication for education, but if we accept that the future is uncertain and that we need to embrace change, then teaching people how to use techniques for navigating that change by anticipating possible outcomes is an important skill and mindset. If we continue to teach history as a series of dates and timelines rather than contingencies–if we only teach writing as linear narratives that start with outlining–and if we confiscate cell phones rather than helping learners understand the risks and leverage the opportunities–then we teach a future of constraint rather than a future of possibility. One of my comments yesterday followed a geocaching GPS presentation. The GPS systems were procured through a local grant. I said that in the future, we wouldn’t need the grant because we would ask the students to just use their phones rather than confiscate them.

Transliteracy People will need to know how to effectively communicate in various media. Today it is e-mail, text, Twitter, Facebook and YouTube. With apps like FourSquare andColor, location is becoming a component of communication. How does location change the way we write and communicate? Who knows what channels will become popular tomorrow. What we do know is that people should learn how to effectively and safely transverse these channels, and ideally, add value–and garner value–when they participate./p>

Culture Awareness and Sensitivity With so much work becoming non-local, people will need to understand how to communicate and work with those from other parts of the world. Start this early. The new Avenues school experiment attempts to transforms schools from local entities into global institutions. Some futures suggest that globalization could fracture under the influence of strong nationalism or based on natural disasters, like a global epidemic or massive solar storm. This implication for education, however, is not irrelevant even in that future, as a disruption in globalization would not result in the immediate repatriation of foreign national or immigrants from their current places of residence. In other words, there is little downside to investing in cultural awareness and sensitivity, and plenty of utility in it, no matter which future unfolds.

Dropping the Industrial Age Framework This is perhaps the most controversial of the robust implications, and one that appears here and on the list of uncertainties (asMeasurement Approach below). We think of schools as factories and tests scores as key performance indicators. Current approaches to testing do not serve learning. Some educators take large chunks of their year to “teach to the test.” Some school districts, when faced with enormous post-Great Recession budget pressures, choose to invest mainly in programs that drive better standardized tests results. The rewards structure of public and private funding reinforces this industrial age mentality. This appears justified when studies, such as the one conducted by Kuncel and Nezlett (Standardized Tests Predict Graduate Student’s Success,) suggest that standardized admissions test are valid predictors of “valid predictors of many aspects of student success across academic and applied fields.” If we take a factory view of education, then we should be able to see that the elimination of variability and the use of standard approaches to problem solving would result in better performance because the people entering the institution were pre-selected to conform to the institution’s learning approach. You can’t make rubber balls in a ball bearing factory any more than you can make radical inventors in an institution dedicated to cookie cutter MBAs. In the Kuncel and Nezlett study they recognize that many of the soft skills, including networking, professionalism, leadership and administrative performance were not captured–or good graduate student may not make a great leader.

If we strip away the industrial age patina and replace it with a knowledge economy approach, we might find a more holistic framework for measuring the performance of institutions, educators and learners. The problem is, that nations (see OECD Education Rankings) continue to be so focused on industrial age reinforcement (like rewarding improvements in standard test results) that they have not pursued the creation of an economic framework that understands performance against a knowledge economy, perhaps even sustainable knowledge economy, backdrop.

Thus the robust implication is that we must break free of the industrial age framework in order to see other possible ways to measure the success of learning. This may lead not only to new education measurement frameworks, but to new perspectives on innovation as well.

Uncertainties

Jobs and Skills Many people talking about the future toss out a phrase like “70% of tomorrow’s jobs haven’t been invented yet.” Interesting observation, but not very helpful. I personally conduct research that looks at scientific discoveries and business issues that hint at future commercial implications and then imagine the kinds of jobs those potentially burgeoning industries might require. Consider the following: computation artist, authenticity engineer, neuromapping specialist, geriatric medial retrainer or quarantine enforcer. Many of these jobs are combinations of computer science and something else. A computational artist would need to know how to create works with lasting aesthetic value while writing code. The neuromapping specialist would create models of human synapses, eventually leading to brain implants that mimic parts of the brain in ways that artificial hearts mimic muscles. An authenticity engineer would be a social media-social scientist, ensuring that one-to-one marketing appears authentic even when the “one” on the receiving side of the equation is really a profile of “one” and not a real individual. Uncertainty in skills is an important driver to the “learning how to learn” implication above: if we don’t know what the future looks like, the best thing we can do is learn how to learn.

Curiosity Will we end up with a world where people are so thirsty for knowledge, and knowledge so accessible, that education becomes a way to guide children through self-directed learning as they relish and wallow in the immensity of knowledge? Will educators help learners become well-rounded explorers, using the Internet, telecommunications and travel as the means to enhance their far reaching curiosity? Will this exploration led to the discovery of personal passions that help people frame, and perhaps momentary focus their attention, to solve a particular problem, and having solved that, move on to something else that interests them?

Or will people find so much information on their own passion or fetish that curiously about that single topic consumes them? Will they be so focused that they lose peripheral vision, so specialized what they find interesting that learners becomes functionally illiterate outside of their specializations, be it tennis or manga?

Measurement Approach Will standardized tests for language and mathematics prevail as the way to determine success? Will the influx of models and analytics from the software industry create an even greater hold on standardization as sophisticated analytical outputs slice and dice even the most mundane actions of learners and educators? Or will sustainability influence learning, generating a “slow learning” movement that counteracts the overly structured technological approach with a more humanistic, pluralistic and unbound view of learning? Will a future evolve where learners, seeking fulfillment and happiness, determine their own measures of success by how well they can apply what they learned to their business and intellectual pursuits?

STEM Will the emphasis on science, technology, engineering and mathematics create a world filled with complacent conformers focused on success that was promised as one leg in an internationally competitive policy platform–or will the industrial and political powers witness a rebellion against rewarded career choices by refusing to accept that careers in art, literature, international affairs and others are second-class futures. Or, will inspired leaders find ways to inspire youth so that science and technology once again captures the imaginations of learners in the same way that the success of sports stars inspires young men and women to pursue careers in sports. Will science clubs return to challenge attendance at soccer games? Will the arts incorporate science and technology is a way that doesn’t demean, but rather celebrates the synergy? Will educators find ways to provide students with science and math competencies in ways that integrate with their motivations, rather than focusing on changing their motivation?

Class warfare Will the United States experience class warfare as economic disparities and access to technology create a deep divide, or will new economic models evolve that redistribute wealth more evenly, either through productivity increases that drive down price so disparities appear less meaningful, or political action that restructures tax and incentive systems? Will new industries over the coming decade emerge and “raise all boats,” perhaps displacing some apparently entrenched wealthy with new moguls, demonstrating the recycling nature of the global economy, fostering more hope, and providing more perspective, among the previously disenfranchised.

Conclusion

Uncertainties may unfold in any of the ways suggested above. The paragraphs above should not be considered exhaustive, but they should be considered proof that each topic is uncertain because it can end up in so many different places depending on the social, economic, technological and political context that ultimately governs our future. These exercises are meant to unshackle the assumptions readers make about these topics, help people plan for any future rather than the future they think will happen, or the future they are told will happen.

These are just a few of the uncertainties facing education. You can find a set of scenarios that incorporate these uncertainties, and others here. For this ongoing Fast Company exercise, the future of state of education will be one uncertainty among many. Later posts will explore other uncertainties, and eventually, how those uncertainties may interact with each other.

Follow @FastCoLeaders for all of our leadership news, expert bloggers, and book excerpts.

“Who are you?” A simple question sometimes requires a complex answer. When a Homeric hero is asked who he is.., his answer consists of more than just his name; he provides a list of his ancestors. The history of his family is an essential constituent of his identity. When the city of Aphrodisias… decided to honor a prominent citizen with a public funeral…, the decree in his honor identified him in the following manner:

Hermogenes, son of Hephaistion, the so-called Theodotos, one of the first and most illustrious citizens, a man who has as his ancestors men among the greatest and among those who built together the community and have lived in virtue, love of glory, many promises of benefactions, and the most beautiful deeds for the fatherland; a man who has been himself good and virtuous, a lover of the fatherland, a constructor, a benefactor of the polis, and a savior.
– Angelos Chaniotis, In Search of an Identity: European Discourses and Ancient Paradigms, 2010

I realize many may not have the time to read all of this post — let alone the treatise it introduces — so for those with just a few minutes to spare, consider abandoning the remainder of this introduction and spending a few moments with a brief narrative which distills the very essence of the problem at hand: On the Origin of Mass Extinctions: Darwin’s Nontrivial Error.

But for those with the time and inclinations for long and windy paths through the woods, please allow me to introduce myself:  I was born and raised in Kentland, Indiana, a few blocks from the train station where my great-great grandfather, Barney Funk, arrived from Germany, on Christmas day of 1859.  I completed a BSc in Entrepreneurship and an MFA in film at USC, and an MA in Island Studies at UPEI.  I am a naturalist, Fellow of The Linnean Society of London, PhD candidate in economics at the University of Malta, hunter & fisherman, NRA member, protective father, and devoted husband with a long, long line of illustrious ancestors, a loving mother & father, extraordinary brothers & sister, wonderful wife, beautiful son & daughter, courageous cousins, and fantastic aunts, uncles, in-laws, colleagues, and fabulous friends!

Thus my answer to the simple question, “Who are you?” requires a somewhat complex answer as well.

But time is short and I am well-positioned to simplify because all of the hats I wear fall under a single umbrella: I am a friend of the Lifeboat Foundation (where I am honoured to serve on the Human Trajectories, Economics, Finance, and Diplomacy Advisory Boards), a foundation “dedicated to encouraging scientific advancements while helping humanity survive existential risks.”

Almost everything I do – including the roles, associations, and relationships noted above, supports this mission.

It’s been nearly a year since Eric generously publish Principles of Economics & Evolution: A Survival Guide for the Inhabitants of Small Islands, Including the Inhabitants of the Small Island of Earth, and since that time I have been fortunate to receive many interesting and insightful emails packed full of comments and questions; thus I would like to take this opportunity to introduce this work – which represents three years of research.

Those interested in taking the plunge and downloading the file above may note that this discourse

tables an evolutionarily stable strategy for the problem of sustainable economic development – on islands and island-like planets (such as Earth), alike, and thus this treatise yields, in essence, a long-term survival guide for the inhabitants of Earth.

Thus you may expect a rather long, complex discourse.

This is indeed what you may find – a 121 page synthesis, including this 1,233 page Digital Supplement.

As Nassim Nicholas Taleb remarked in Fooled by Randomness:

I do not dispute that arguments should be simplified to their maximum potential; but people often confuse complex ideas that cannot be simplified into a media-friendly statement as symptomatic of a confused mind. MBAs learn the concept of clarity and simplicity—the five-minute manager take on things. The concept may apply to the business plan for a fertilizer plant, but not to highly probabilistic arguments—which is the reason I have anecdotal evidence in my business that MBAs tend to blow up in financial markets, as they are trained to simplify matters a couple of steps beyond their requirement.

But there is indeed a short-cut — in fact, there are at least two short-cuts.

First, perhaps the most direct pleasant approach to the summit is a condensed, 237 page thesis:  On the Problem of Sustainable Economic Development:  A Game-Theoretical Solution.

But for those pressed for time and/or those merely interested in sampling a few short, foundational works (perhaps to see if you’re interested in following me down the rabbit hole), the entire theoretical content of this 1,354-page report (report + digital supplement) may be gleamed from 5 of the 23 works included within the digital supplement. These working papers and publications are also freely available from the links below – I’ll briefly relate how these key puzzle pieces fit together:

The first publication offers a 13-page over-view of our “problem situation”: On the Origin of Mass Extinctions: Darwin’s Nontrivial Error.

Second is a 21-page game-theoretical development which frames the problem of sustainable economic development in the light of evolution – perhaps 70% of our theoretical content lies here:  On the Truly Noncooperative Game of Life on Earth: In Search of the Unity of Nature & Evolutionary Stable Strategy.

Next comes a 113-page gem which attempts to capture the spirit and essence of comparative island studies, a course charted by Alexander von Humboldt and followed by every great naturalist since (of which, more to follow).  This is an open letter to the Fellows of the Linnean Society of London, a comparative study of two, diametrically opposed economic development plans, both put into action in that fateful year of 1968 — one on Prince Edward Island, the other on Mustique.  This exhaustive work also holds the remainder of the foundation for our complete solution to this global dilemma – and best of all, those fairly well-versed in game theory need not read it all, the core solution may be quickly digested on pages 25–51:
On the Truly Noncooperative Game of Island Life: Introducing a Unified Theory of Value & Evolutionary Stable ‘Island’ Economic Development Strategy.

Fourth comes an optional, 19-page exploration that presents a theoretical development also derived and illuminated through comparative island study (including a mini-discourse on methods).  UPEI Island Studies Programme readers with the time and inclination for only one relatively short piece, this may be the one to explore.  And, despite the fact that this work supports the theoretical content linked above, it’s optional because there’s nothing new here – in fact, these truths have been well known and meticulously documented for over 1,000 years – but it may prove to be a worthwhile, engaging, and interesting read nonetheless, because these truths have become so unfashionable that they’ve slipped back into relative obscurity:  On the Problem of Economic Power: Lessons from the Natural History of the Hawaiian Archipelago.

And finally I’ll highlight another optional, brief communique – although this argument may be hopelessly compressed, here, in 3 pages, is my entire solution:
Truly Non-Cooperative Games: A Unified Theory.

Yes, Lifeboat Foundation family and friends, you may wish to pause to review the abstracts to these core, foundational works, or you may even wish to review them completely and put the puzzle pieces together yourself (the pages linked above total 169 – or a mere 82 pages if you stick to the core excerpt highlighted in my Linnean Letter), but, as the great American novelist Henry Miller remarked:

In this age, which believes that there is a short cut to everything, the greatest lesson to be learned is that the most difficult way is, in the long run, the easiest.

Why?

That’s yet another great, simple question that may require several complex answers, but I’ll give you three:

#1). First and foremost, because explaining is a difficult art.

As Richard Dawkins duly noted:

Explaining is a difficult art. You can explain something so that your reader understands the words; and you can explain something so that the reader feels it in the marrow of his bones. To do the latter, it sometimes isn’t enough to lay the evidence before the reader in a dispassionate way. You have to become an advocate and use the tricks of the advocate’s trade.

Of course much of this depends upon the reader – naturally some readers may find that less (explanation) is more.  Others, however, may find benefit from reading even more (more, that is, than my report and the digital supplement). You may find suggested preliminary and complimentary texts in the SELECTED BIBLIOGRAPHY (below). The report itself includes these and many more.  In short, the more familiar readers may be with some or all of these works, the less explaining they may require.

#2). No matter how much explaining you do, it’s actually never enough, and, as Abraham Lincoln wisely noted at Gettysburg, the work is never done.  For more one this important point, let’s consider the words of Karl Popper:

When we propose a theory, or try to understand a theory, we also propose, or try to understand, its logical implications; that is, all those statements which follow from it. But this… is a hopeless task: there is an infinity of unforeseeable nontrivial statements belonging to the informative content of any theory, and an exactly corresponding infinity of statements belonging to its logical content. We can therefore never know or understand all the implications of any theory, or its full significance.
This, I think, is a surprising result as far as it concerns logical content; though for informative content it turns out to be rather natural…. It shows, among other things, that understanding a theory is always an infinite task, and that theories can in principle be understood better and better. It also shows that, if we wish to understand a theory better, what we have to do first is to discover its logical relation to those existing problems and existing theories which constitute what we may call the ‘problem situation’.
Admittedly, we also try to look ahead: we try to discover new problems raised by our theory. But the task is infinite, and can never be completed.

In fact, when it comes right down to it, my treatise – in fact, my entire body of research, is, in reality, merely an exploration of the “infinity of unforeseeable nontrivial statements belonging to the informative content” of the theory for which Sir Karl Popper is famous: his solution to David Hume’s problem of induction (of which you’ll hear a great deal if you brave the perilous seas of thought in the works introduced and linked herewith).

#3). Okay, this is a tricky one, but here it goes:  Fine, a reasonable skeptic may counter, I get it, it’s hard to explain and there’s a lot of explaining to do – but if 100% of the theoretical content may be extracted from less than 200 pages, then doesn’t that mean you could cut about 1,000 pages?

My answer?

Maybe.

But then again, maybe not.

The reality of the situation is this:  neither I nor anyone else can say for sure – this is known as the mind-body problem.  In essence, given the mind-body problem, not only am I unable to know exactly how to explain something I know, moreover, I’m not even able to know how it is that I know what I know.  I’m merely able to guess.  Although this brief introduction is not the proper time nor place to explore the contents of this iteration of Pandora’s Box, those interested in a thorough exploration of this particular problem situation would be well-served with F.A. von Hayek’s The Sensory Order: An Inquiry into the Foundations of Theoretical Psychology (1952). But, in short, the bulk of the Digital Supplement and much of the report itself is merely an attempt to combat the mind-body problem – an attempt to put down as much of the history (and methodology) of this theoretical development as possible.  As Descartes remarked at the outset of a treatise on scientific method:

This Tract is put forth merely as a history, or, if you will, as a tale, in which, amid some examples worthy of imitation, there will be found, perhaps, as many more which it were advisable not to follow, I hope it will prove useful to some without being hurtful to any, and that my openness will find some favor with all.

Perhaps you may grasp my theoretical development – but perhaps you may grasp it in a matter by which I did not intend for you to grasp it – perhaps I had stumbled upon a truth in another work within my digital supplement that may make it all clear.  Or, perhaps I’ve got it all wrong, and perhaps you – by following in my footsteps through the historical course of this theoretical development (faithfully chronicled in the digital supplement) – may be able to help show me my error (and then, of course we may both rejoice); Malthus felt likewise:

If [the author] should succeed in drawing the attention of more able men to what he conceives to be the principal difficulty in… society and should, in consequence, see this difficulty removed, even in theory, he will gladly retract his present opinions and rejoice in a conviction of his error.

Anticipating another point regarding style:  This report is very, very unusual insofar as style is concerned.  It’s personal, highly opinionated, and indulges artistic license at almost every turn in the road. In fact, you may also find this narrative a touch artistic – yet it’s all true.  As Norman Maclean remarked in A River Runs Trough It, “You like to tell true stories, don’t you?’ he asked, and I answered, ‘Yes, I like to tell stories that are true.’”

I like to tell stories that are true, too, and if you like to read them, then this epic journey of discovery may be for you.  I speak to this point at length, but, in short, I submit that there is a method to the madness (in fact, the entire report may also be regarded as an unusual discourse on method).

Why have I synthesized this important theoretical development in an artistic narrative?  In part, because Bruno Frey (2002) clearly stated why that’s the way it should be.

But I also did so in hopes that it may help readers grasp what it’s really all about; as the great Russian-American novelist Ayn Rand detailed:

Man’s profound need of art lies in the fact that his cognitive faculty is conceptual, i.e., that he acquires knowledge by means of abstractions, and needs the power to bring his widest metaphysical abstractions into his immediate, perceptual awareness.  Art fulfills this need: by means of a selective re-creation, it concretizes man’s fundamental view of himself and of existence. It tells man, in effect, which aspects of his experience are to be regarded as essential, significant, important. In this sense, art teaches man how to use his consciousness.

Speaking of scientific method:   I have suggested that my curiously creative narrative may offer some insight into the non-existent subject of scientific method — so please download for much more along these lines — but I want to offer an important note, especially for colleagues, friends, students, and faculty at UPEI: I sat in on a lecture last winter where I was surprised to learn that “island studies” had been recently invented by Canada research chair – thus I thought perhaps I should offer a correction and suggest where island studies really began:

Although it is somewhat well known that Darwin and Wallace pieced the theory of evolution together independently, yet at roughly the same time – Wallace, during his travels through the Malay archipelago, and Darwin, during his grand circumnavigation of the island of Earth onboard the Beagle (yes, the Galapagos archipelago played a key role, but perhaps not as important as has been suggested in the past).  But what is not as commonly know is that both Darwin and Wallace had the same instructor in the art of comparative island studies. Indeed, Darwin and Wallace both traveled with identical copies of the same, treasured book: Alexander von Humboldt’s Personal Narrative of Travels to the Equinoctial Regions of the New Continent. Both also testified to the fundamental role von Humboldt played by inspiring their travels and, moreover, developing of their theories.

Thus, I submit that island studies may have been born with the publication of this monumental work in 1814; or perhaps, as Berry (2009) chronicled in Hooker and Islands (see SELECTED BIBLIOGRAPHY, below), it may have been Thomas Pennant or Georg Forster:

George Low of Orkney provided, together with Gilbert White, a significant part of the biological information used by pioneering travel writer Thomas Pennant, who was a correspondent of both Joseph Banks and Linnaeus [Pennant dedicated his Tour in Scotland and Voyage to the Hebrides (1774–76) to Banks and published Banks’s description of Staffa, which excited much interest in islands; Banks had travelled with James Cook and visited many islands; Georg Forster, who followed Banks as naturalist on Cook’s second voyage inspired Alexander Humboldt, who in turn Darwin treated as a model.

But whomever it may have been — or whomever you may ultimately choose to follow — Humboldt certainly towers over the pages of natural history, and Gerard Helferich’s Humboldt’s Cosmo’s: Alexander von Humboldt and the Latin American Journey that Changed the WayWe See the World (2004) tells Humboldt’s story incredibly well.  This treasure also happens to capture the essence of Humboldt’s method, Darwin’s method, Wallace’s method, Mayr’s method, Gould’s method, and it most certainly lays out the map I have attempted to follow:

Instead of trying to pigeonhole the natural world into prescribed classification, Kant had argued, scientists should work to discover the underlying scientific principles at work, since only those general tenets could fully explain the myriad natural phenomena.  Thus Kant had extended the unifying tradition of Thales, Newton, Descartes, et al.… Humboldt agreed with Kant that a different approach to science was needed, one that could account for the harmony of nature…  The scientific community, despite prodigious discoveries, seemed to have forgotten the Greek vision of nature as an integrated whole.…  ‘Rather than discover new, isolated facts I preferred linking already known ones together,’ Humboldt later wrote. Science could only advance ‘by bringing together all the phenomena and creations which the earth has to offer. In this great sequence of cause and effect, nothing can be considered in isolation.’ It is in this underlying connectedness that the genuine mysteries of nature would be found. This was the deeper truth that Humboldt planned to lay bare – a new paradigm from a New World. For only through travel, despite its accompanying risks, could a naturalist make the diverse observations necessary to advance science beyond dogma and conjecture.  Although nature operated as a cohesive system, the world was also organized into distinct regions whose unique character was the result of all the interlocking forces at work in that particular place.  To uncover the unity of nature, one must study the various regions of the world, comparing and contrasting the natural processes at work in each.  The scientist, in other words, must become an explorer.

With these beautiful words in mind and the spirit of adventure in the heart, I thank you for listening to this long story about an even longer story, please allow me to be your guide through an epic adventure.

But for now, in closing, I’d like to briefly return to the topic at hand: human survival on Earth.

A few days ago, Frenchman Alain Robert climbed the world’s tallest building – Burj Khalifa – in Dubai.

After the six hour climb, Robert told Gulf News, “My biggest fear is to waste my time on earth.”

I certainly share Robert’s fear – Alexander von Humboldt, Darwin, and Wallace did, too, by the way.

But then Robert added, “To live, we don’t need much, just a roof over our heads some food and drink and that’s it … everything else is superficial.”

I’m afraid that’s where Robert and I part ways – and if you would kindly join me on a journey through The Principles of Economics & Evolution: A Survival Guide for the Inhabitants of Small Islands, Including the Inhabitants of the Small Island of Earth – I would love to explain why Robert’s assertion is simply not true.

Please feel free to post comments or contact me with any thoughts, comments, questions, or suggestions.

MWF
Charlottetown, Prince Edward Island

PS: My report suggests many preliminary and complimentary readings – but I’ve revisited this topic with the aim of producing a selected bibliography of the most condensed and readily accessible (i.e, freely available online) works which may help prepare the reader for my report and the foundational theoretical discourses noted and linked above. Most are short papers, but a few great books and dandy dissertations may be necessary as well!

SELECTED BIBLIOGRAPHY

BERRY, R.  (2009).  Hooker and islands. Bio Journal Linn Soc 96:462–481.

DARWIN, C., WALLACE, A. (1858). On the Tendency of Species to form Varieties; and on the Perpetuation of Varieties and Species by Natural Means of Selection. Proc Linn Soc 3:45–62.

DARWIN, C., et. al. (1849). A Manual of Scientific Enquiry; Prepared for the use of Her Majesty’s Navy : and Adapted for Travellers in General (Murray, London).

DOBZHANSK Y, T. (1973). Nothing in biology makes sense except in light of evolution. Amer Biol Teacher 35:125- 129.

EINSTEIN, A. (1920). Relativity: The Special and General Theory (Methuen & Co., London).

FIELDING, R. (2010). Artisanal Whaling in the Atlantic: A Comparative Study of Culture, Conflict, and Conservation in St. Vincent and the Faroe Islands. A PhD dissertation (Louisiana State University, Baton Rouge).

FREY, B.  (2002).  Publishing as Prostitution?  Choosing Between One‘s Own Ideas and Academic Failure.  Pub Choice 116:205–223.

FUNK, M. (2010a). Truly Non-Cooperative Games: A Unified Theory. MPRA 22775:1–3.

FUNK, M. (2008). On the Truly Noncooperative Game of Life on Earth: In Search of the Unity of Nature & Evolutionary Stable Strategy. MPRA 17280:1–21.

FUNK, M. (2009a). On the Origin of Mass Extinctions: Darwin’s Nontrivial Error. MPRA 20193:1–13.

FUNK, M. (2009b). On the Truly Noncooperative Game of Island Life: Introducing a Unified Theory of Value & Evolutionary Stable ‘Island’ Economic Development Strategy. MPRA 19049:1–113.

FUNK, M. (2009c). On the Problem of Economic Power: Lessons from the Natural History of the Hawaiian Archipelago. MPRA 19371:1–19.

HELFERICH, G. (2004). Humboldt’s Cosmo’s: Alexander von Humboldt and the Latin American Journey that Changed the Way We See the World (Gotham Books, New York).

HOLT, C., ROTH, A. (2004). The Nash equilibrium: A perspective. Proc Natl Acad Sci USA 101:3999–4000.

HAYEK, F. (1974). The Pretense of Knowledge. Nobel Memorial Lecture, 11 December 1974. 1989 reprint. Amer Econ Rev 79:3–7.

HUMBOLDT, A., BONPLAND, A. (1814). Personal Narrative of Travels to the Equinoctial Regions of the New Continent (Longman, London).

KANIPE, J. (2009). The Cosmic Connection: How Astronomical Events Impact Life on Earth (Prometheus, Amherst).

MAYNARD SMITH, J. (1982). Evolution and the Theory of Games (Cambridge Univ, New York).

MAYR, E. (2001). What Evolution Is (Basic Books, New York).

NASH, J., et., al. (1994). The Work of John Nash in Game Theory. Prize Seminar, December 8, 1994 (Sveriges Riksbank, Stockholm).

NASH, J. (1951). Non-Cooperative Games. Ann Math 54:286–295.

NASH, J. (1950). Two-Person Cooperative Games. RAND P-172 (RAND, Santa Monica).

POPPER, K. (1999). All life is Problem Solving (Routledge, London).

POPPER, K. (1992). In Search of a Better World (Routledge, London).

ROGERS, D., EHRLICH, P. (2008). Natural selection and cultural rates of change. Proc Natl Acad Sci USA 105:3416 −3420.

SCHWEICKART, R., et. al. (2006).  Threat Mitigation: The Gravity Tractor.  NASA NEO Workshop, Vail, Colorado.

SCHWEICKART, R., et. al. (2006).  Threat Mitigation: The Asteroid Tugboat.  NASA NEO Workshop, Vail, Colorado.

STIGLER, G. (1982). Process and Progress of Economics. J of Pol Econ 91:529–545.

TALEB, N. (2001). Fooled by Randomness (Texere, New York).

WEIBULL, J. (1998). WHAT HAVE WE LEARNED FROM EVOLUTIONARY GAME THEORY SO FAR? (Stockholm School of Economics, Stockholm).

WALLACE, A. (1855). On the Law Which has Regulated the Introduction of New Species. Ann of Nat History 16:184–195.

Few places on the globe are as well prepared as Japan for earthquakes and the possibility of subsequent tsunamis. However, in spite of their preparedness — which was evidenced by the remarkably small number of casualties given the nature of the events that took place (can you imagine how many people would have perished had this same disaster struck somewhere else in the world?) — Japan’s ability to manage a damaged nuclear power plant was severely compromised.

As frightening as Japan’s situation is, what ought to frighten us even more is that there are many more nuclear power plants in equally vulnerable locations all over the globe.  In California, for example, both the San Onofre and Diablo Canyon facilities are right on the coast (they both use ocean water for cooling) and the Diablo Canyon facility in particular is perilously close to a major fault.

Given what we’ve seen in Japan, the widely varying degrees of preparedness around the world, the age of many of the existing power plants and the consequences for even a single catastrophic containment failure, shouldn’t we be taking a long, hard look at nuclear power as a viable means of providing energy for the planet? Have we learned so little from Three Mile Island, Chernobyl, and now Fukushima? Just how capable are we [really] of dealing with a second, a third or a fourth disaster of this type? (and what if they were to happen simultaneously?) With so many existential risks completely beyond our control, does it make sense to add another one when there are other, lower risk alternatives to nuclear energy within our reach?

Below is a Pearltree documenting the situation and management of the damaged Fukushima reactors. Obviously, the news is grave, but imagine if this same situation had transpired in Chile.

NOTE: to see the contents of any of the links in this pearltree, just mouse-over the pearl. To see the whole page, simply click it.