I’m still confused: Intuitively, I would understand “Don’t introduce EA” as “Don’t do introductory EA talks”. The “don’t teach” bit also confuses me.
My personal best guess is that EA groups should do regular EA intro talks (maybe 1-2 per year), and should make people curious by touching on some of the core concepts to motivate the audience to read up on these EA ideas on their own. In particular, presenting arguments where relatively uncontroversial assumptions lead to surprising and interesting conclusions (“showing how deep the rabbit hole goes”) often seems to spark such curiosity. My current best guess is that we should aim to “teach” such ideas in “introductory” EA talks, so I’d be interested whether you disagree with this.
I’m still confused: Intuitively, I would understand “Don’t introduce EA” as “Don’t do introductory EA talks”. The “don’t teach” bit also confuses me.
My personal best guess is that EA groups should do regular EA intro talks (maybe 1-2 per year), and should make people curious by touching on some of the core concepts to motivate the audience to read up on these EA ideas on their own. In particular, presenting arguments where relatively uncontroversial assumptions lead to surprising and interesting conclusions (“showing how deep the rabbit hole goes”) often seems to spark such curiosity. My current best guess is that we should aim to “teach” such ideas in “introductory” EA talks, so I’d be interested whether you disagree with this.
I think that makes sense and I agree with you. We also have run the sort of things you describe in Oxford.
Maybe don’t teach can be understood as ‘prefer using resources as a way of conveying ideas, rather than you teaching’.
I agree that we should aim to ‘outreach’, in ‘(on-topic) introductory’ EA talks, and don’t disagree here.