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Caelum Forder's avatar

Those are indeed inappropriate examples of using incentives to reason. I wonder if incentives are just another useful concept that have been overused into being a bad word by rationalist crowds.

Why is education so dysfunctional? because nobody cares. Why does nobody care? they are given no reason to care. But actually some do care a lot, how come they have such a hard time making education less dysfunctional?

My personal understanding is that education has deeply dysfunctional incentive structures, and have become accountability-avoiding machines. I have always said they need to be given systematic reasons to care in order for the people who legitimately care to be given leverage to achieve their positive change.

How do you explain how education is so dysfunctional and how it might be improved without relying on incentives?

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Clark Melchert's avatar

Nice post but I disagree. Incentives are mechanistic. If [X level of performance] then [y level of comp].

The guesswork is after mapping a person/entity’s incentives. The forecaster then assigns weight to each variable: helping family, increased consumption, social status. This weighting is guesswork usually.

But it can be good guesswork! Past behavior/actions as you say, are good predictors of the future. We are able to add another layer of awareness in mapping incentives.

A man works late every holiday season to reach his bonus. We can assume he weighted the bonus highly. But this year, his child is sick/the bonus is smaller. What might he do?

Your model says he will work late. I would guess otherwise.

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