My video: https://www.youtube.com/watch?v=w0AiIMeyxWk
All the Unconference videos are in a playlist, above!
Thanks, Michael! I would definitely love to have the talk linked from EA Hub. Cafelow, is that a possibility?
I have definitely checked out SHIC and skimmed through their materials. My initial concept for teaching in schools has a notable distinction from them. Before considering the idea of internal vs. external movement building, my concept was to do a single lesson, spark a lightbulb moment with a student or two who might be EA-inclined, give them a copy of "Doing Good Better," and then move on. Coming back for more lessons with the same class seemed like it would yield diminishing returns. I didn't think I would convince any additional students to become EA the second go-around.
However, reading back through Catherine's conclusions in the High School EA Outreach post, it never occurred to me that sustained exposure might be what encourages some would-be EAs who agree with my first lesson to actually adapt EA behavior.
Since the Unconference and my recent interest in the idea of external movement building, I do think I'd like to rethink a set of materials specifically aimed at people who are not EA-inclined, for classroom use, for general use by EAs when talking to non-EAs, and as guidelines for broader public outreach.
From the conclusions of the contributors to the High School EA Outreach post (and from my own findings) it might be hard to get non-EA young people to put in additional resources into doing good. But collectively, young people will still give tons of money to walk-a-thons and fundraisers they see on Facebook. If we can't increase the quantity of giving, is it possible to improve the quality? It seems like Charity Navigator has been able to become a (nearly) household name and perpetuate certain ideas about giving. This could be a proof of concept that a large subset of the public is open to new ideas about how to do good, and that non-EA charitable funds could theoretically be redirected to more effective charities.
Thanks Thomas. Just sent you a message.
Thank you. This is definitely at least part of what I was remembering! Was there a separate one then involving arguments for EA remaining apolitcal? (I know there's may be small mentions of that on several episodes.)
Sounds good! Yes, please stay in touch!
Glad you are doing this, thank you! It's peripherally related but I'm curious if you have any insight on the effectiveness of giving money to political campaigns, especially for races that might be on the fence between two very different candidates.
Sounds interesting! I'm curious what circling actually entails. Could you describe what happens in one of the sessions?
I think this is a great idea. There's definitely an ideal of what it means to be EA that is set by the demands of moral philosophy and by EA superstars. However, there is a limit to what most people (even the superstars) can reasonably accomplish. It could be helpful to highlight the struggle between the ideal and the practical, and what each guest is doing to try to improve.
I have professional experience in audio engineering so let me know if you have any questions on that front, and would love to be a guest at some point (you can see my project on this page.)
Whoa, cool. I did not know about this, thank you.
I like your idea that the applicability of EA concepts in daily life decision-making can be used to show EA as a powerful tool. I haven't specifically done that yet but have considered it.
I had expected to get pushback when I first started teaching about prioritizing causes and was careful about how I introduced it. However, students don't really push back on it, and when we work through examples, they do understand why an EA might prioritize, for example, schistosomiasis charities over cancer ones. That said, based on post-lesson surveys, that doesn't always translate to a shift in thinking after the lesson (though for some students it has.) I'm still working on bridging the gap between mastery of a theoretical concept and actual application in real life.