> (I only disagree with the "try to turn positive sum games into zero sum"; zero-sum games also require perceiving the feedback loops involved. And then there are negative-sum games.)
This is an often snipe I make to people talking about economics (I do agree with the lack of mention of negative sum games, but they also tend to be less common, at least in what people are about). Like the whole point of the economic game is to create new value where it didn't previously exist (tangent).
> Yup. Basic probability is taught to schoolchildren, but as a toy (or just another math oddity) rather than a tool for perceiving the world.
I think this is where we get a lot of "I'm not good at math" and "what is it useful for" discussion. Ironically everyone hates word problems, but at the heart of it that's what it is about.
This is an often snipe I make to people talking about economics (I do agree with the lack of mention of negative sum games, but they also tend to be less common, at least in what people are about). Like the whole point of the economic game is to create new value where it didn't previously exist (tangent).
> Yup. Basic probability is taught to schoolchildren, but as a toy (or just another math oddity) rather than a tool for perceiving the world.
I think this is where we get a lot of "I'm not good at math" and "what is it useful for" discussion. Ironically everyone hates word problems, but at the heart of it that's what it is about.