I’ve started a new blogging gig at Learn Liberty, a project of the Institute for Humane Studies. I’ll be putting links to these posts here. My posts there will have the benefit of an editor, which is probably something I need.
The first is on partisan rationalization and why epistocracy may not save us after all – a suitable topic after this election, no? Here’s the lede:
Highly informed voters are also highly biased. That’s a serious problem for democracy, but also for any other system of political decision-making in big groups.
Two new books, Against Democracy by Georgetown moral philosopher Jason Brennan and Democracy for Realists: Why Elections Do Not Produce Responsive Government by Princeton University political scientist Christopher Achen and Vanderbilt University political scientist Larry Bartels, deal intellectual hammer blows to the political system so many of us take for granted: democracy.
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I recently ran a poll here to gauge support for the idea of giving voters with bachelor’s and/or doctoral degrees extra votes in elections. I ran the same poll on a non-political site to get an idea of support from the general public. Surprisingly, Pileus readers opposed the reform overwhelmingly, 82-18%, while respondents on the other site were slightly more supportive, with opposition running at 74-26% (31 respondents). In both polls I simply asked the question and did not offer any reasons for either side of the issue. The sample sizes are too small to draw terribly confident conclusions about the general public’s support for this proposal, but support does seem surprisingly high given that no Western democracy since the 1940s has given multiple votes to college graduates (Belgium and the United Kingdom formerly did so).
The impetus for the poll came from a discussion I had with Bryan Caplan, author of The Myth of the Rational Voter. Caplan finds that voters have strikingly different views from economists on many economic issues. The general public tends to suffer from anti-market, anti-foreign, and pessimistic biases. However, the more educated you are, the more likely you are to think like an economist (the smaller your biases on economic issues). In subsequent research, Caplan says that the effect is really one of IQ: smarter people are more likely to think like economists, and smarter people are also likely to get more education. Nevertheless, the logic implies that giving people with more education more votes will lead to better politicians and better economic policies. I argued that giving additional votes to more educated voters might actually be a popular change in the long run, if it were actually proposed and defended at length. Bryan thought that it would be overwhelmingly unpopular and essentially not worth proposing.
The precise implications of these poll results are up for debate, but it seems to me that support for some reform of this kind actually does have some base of support in the public, even when no logical or evidentiary support for the change is offered.
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