This review explores how schools are primarily designed to maximize motivation rather than learning, explaining why age-graded classrooms and seemingly inefficient group learning have persisted despite numerous attempts at reform. Longer summary

The post examines why schools have maintained their traditional structure of age-graded classrooms where all students learn the same content, despite its apparent inefficiencies. The author argues that schools are designed primarily to maximize motivation rather than learning, using conformity as a key tool. Through analyzing various attempts at personalized learning and their consistent failures to scale beyond about 5% of students, the post explains how students fall into three categories: no-structure learners, low-structure learners, and high-structure learners. The author concludes that while the current system is far from perfect, it has proven more effective at scale than any alternatives, predicting that despite continued attempts at reform, the basic structure of schooling will remain unchanged. Shorter summary

Scott Alexander explores the motivational system as described in 'The Hungry Brain', connecting it to dopamine, willpower, and predictive processing theory. Longer summary

Scott Alexander revisits Stephan Guyenet's book 'The Hungry Brain', focusing on its description of the motivational system. He explains how the basal ganglia in lampreys and humans select behaviors from competing 'bids' made by different brain regions. The post then discusses dopamine's role in this system and how disorders like Parkinson's disease and abulia affect motivation. Scott concludes by proposing a theory linking dopamine levels, willpower, and the predictive processing model, suggesting that high dopamine levels may represent confidence in overriding default behaviors with more willpower-intensive actions. Shorter summary

Scott Alexander explores the concepts of 'pulling goals' (driven by specific desires) and 'pushing goals' (driven by existing structures), expressing his preference for the former and strategies to deal with the latter. Longer summary

Scott Alexander discusses the distinction between 'pulling goals' and 'pushing goals'. Pulling goals are when you want to achieve something specific and create a plan, while pushing goals are when you have a structure but are trying to figure out what to do with it. He gives examples of both, such as studying to cure cancer (pulling) versus doing a research project just to graduate (pushing). Scott expresses his dislike for pushing goals, finding them potentially dishonest and often a sign that something has gone wrong. He argues that pushing goals can lead to confusion about one's true motivations and often result in inferior outcomes. The post concludes with Scott's personal strategy of keeping lists of things he wants to pull, to use when faced with pushing situations. Shorter summary