Hm, I’m not sure how easily it’s reproducible/what exactly he did. I had to write essays on the topic every week and he absolutely destroyed my first essays. I think reading their essay is an exceptionally good way to find out how much the person in question misunderstands and I’m not sure how easily you can recreate this in conversation.
I guess the other thing was a combination of deep subject-matter expertise + [being very good at normal good things EAs would also do] + a willingness to assume that when I said something that didn’t seem to make sense, it indeed didn’t make sense, and telling me so/giving me all the possible objections to my argument; and then just feeling comfortable talking for 20 minutes (basically lecturing). I think that worked because of the formal tutor-student setting we were in and because he evidently and very obviously knew a lot more about the topic than me. I think it’s harder in natural settings to realize that that’s the case and confidently act on it.
What I mean by [normal good things EAs would also do]: Listening to my confused talking, paraphrasing what I was trying to say into the best steelman, making sure that that’s what I meant before pointing out all the flaws.
Interesting, thank you! Assuming there are enough people who can do the “normal good things EAs would also do,” that leaves the problem that it’ll be expensive for enough people with the necessary difference in subject-matter expertise to devote time to tutoring.
I’m imagining a hierarchical system where the absolute experts on some topic (such as agent foundations or s-risks) set some time aside to tutor carefully junior researchers at their institute; those junior researchers tutor somewhat carefully selected amateur enthusiasts; and the the amateur enthusiasts tutor people who’ve signed up for (self-selected into) a local reading club on the topic. These tutors may need to be paid for this work to be able to invest the necessary time.
This is difficult if the field of research is new because then (1) there may be only a small number of experts with very little time to spare and no one else who comes close in expertise or (2) there may be not yet enough knowledge in the area to sustain three layers of tutors while still having a difference in expertise that allows for this mode of tutoring socially.
But whenever problem 2 occurs, the hierarchical scheme is just unnecessary. So only problem 1 in isolation remains unsolved.
Do you think that could work? Maybe this is something that’d be interesting for charity entrepreneurs to solve. :-)
What would also be interesting: (1) How much time do these tutors devote to each student per week? (2) Does one have to have exceptional didactic skills to become tutor or are these people only selected for their subject-matter expertise? (3) Was this particular tutor exceptional or are they all so good?
Maybe my whole idea is unrealistic because too few people could combine subject-matter expertise with didactic skill. Especially the skill of understanding a different, incomplete or inconsistent world model and then providing just the information that the person needs to improve it seems unusual.
Hm, I’m not sure how easily it’s reproducible/what exactly he did. I had to write essays on the topic every week and he absolutely destroyed my first essays. I think reading their essay is an exceptionally good way to find out how much the person in question misunderstands and I’m not sure how easily you can recreate this in conversation.
I guess the other thing was a combination of deep subject-matter expertise + [being very good at normal good things EAs would also do] + a willingness to assume that when I said something that didn’t seem to make sense, it indeed didn’t make sense, and telling me so/giving me all the possible objections to my argument; and then just feeling comfortable talking for 20 minutes (basically lecturing). I think that worked because of the formal tutor-student setting we were in and because he evidently and very obviously knew a lot more about the topic than me. I think it’s harder in natural settings to realize that that’s the case and confidently act on it.
What I mean by [normal good things EAs would also do]: Listening to my confused talking, paraphrasing what I was trying to say into the best steelman, making sure that that’s what I meant before pointing out all the flaws.
Interesting, thank you! Assuming there are enough people who can do the “normal good things EAs would also do,” that leaves the problem that it’ll be expensive for enough people with the necessary difference in subject-matter expertise to devote time to tutoring.
I’m imagining a hierarchical system where the absolute experts on some topic (such as agent foundations or s-risks) set some time aside to tutor carefully junior researchers at their institute; those junior researchers tutor somewhat carefully selected amateur enthusiasts; and the the amateur enthusiasts tutor people who’ve signed up for (self-selected into) a local reading club on the topic. These tutors may need to be paid for this work to be able to invest the necessary time.
This is difficult if the field of research is new because then (1) there may be only a small number of experts with very little time to spare and no one else who comes close in expertise or (2) there may be not yet enough knowledge in the area to sustain three layers of tutors while still having a difference in expertise that allows for this mode of tutoring socially.
But whenever problem 2 occurs, the hierarchical scheme is just unnecessary. So only problem 1 in isolation remains unsolved.
Do you think that could work? Maybe this is something that’d be interesting for charity entrepreneurs to solve. :-)
What would also be interesting: (1) How much time do these tutors devote to each student per week? (2) Does one have to have exceptional didactic skills to become tutor or are these people only selected for their subject-matter expertise? (3) Was this particular tutor exceptional or are they all so good?
Maybe my whole idea is unrealistic because too few people could combine subject-matter expertise with didactic skill. Especially the skill of understanding a different, incomplete or inconsistent world model and then providing just the information that the person needs to improve it seems unusual.