The logic of the meritocracy is leading us to ruin, because we are collectively primed to ignore the voices of the millions getting pushed into econo… - Andrew Yang

There’s a country that does something a little like this. Its young people, including its very best educational prospects from all different backgrounds, spend two or three years training and solving problems in a nonhierarchical environment and get together every year. Many then collaborate to start companies. This country leads the world in venture capital investments per capita (over $170, versus $75 in the United States in 2010).1 It has more companies on the NASDAQ than any non-US country except for China, despite having a population of less than eight million.2 Its quarterly gross domestic product (GDP) growth rate was above 5 percent in 2011 and it’s in the top thirty globally in per capita GDP, above Spain and Saudi Arabia, among others.3 This country is Israel, where eighteen-year-olds complete two- or three-year tours in the military, getting to know each other in highly selective military units. They operate at a high level of autonomy and responsibility and then travel the world for months before heading to college and/or grad school. In Dan Senor and Saul Singer’s book Start-up Nation, this network and training ground is credited as helping give rise to a culture of risk taking and entrepreneurship. By the time Israelis graduate from college, they’re in their midtwenties and mature; in many cases, they’ve already been in operating environments and borne life-and-death responsibilities. This cocktail of experience gives rise to a mixture of both courage and impatience. As one entrepreneur put it, “When an Israeli entrepreneur has a business idea, he will start it that week. The notion that one should accumulate credentials before launching a venture simply does not exist. . . . Too much time can only teach you what can go wrong, not what could be transformative.”4 Another observer commented, “Israelis . . . don’t care about the social price of failure and they develop their projects regardless of the economic . . . situation.”5

Back in the Middle Ages, if you asked the literate monks and scholars how many of the farmers and peasants walking around would be capable of learning to read, they’d scoff and say, ‘Read? Most of these peasants could never learn to do something like that.’ They might guess that 2 to 3 percent of the peasants would be capable of becoming literate. Today we know that the real number is closer to 99 percent. Virtually everyone is capable of learning to read. But if I ask you today how many people are smart enough to study quantum physics, you might say only 2 or 3 percent. This is as shortsighted as the monks were in the Middle Ages. We are just scratching the surface of how smart people can become if we give them the proper tools to learn.

The relationship between humanity and work involves money, but in something of a negative correlation. The jobs and roles that are the most human and would naturally be most attractive tend to pay nothing or close to nothing. Mother, father, artist, writer, musician, coach, teacher, storyteller, nurturer, counselor, dancer, poet, philosopher, journalist — these roles often are either unpaid or pay so little that it is difficult to survive or thrive in many environments. Many of these roles have high positive social impacts that are ignored by the market. On the other hand, the most lucrative jobs tend to be the most inorganic. Corporate lawyers, technologists, financiers, traders, management consultants, and the like assume a high degree of efficiency. The more that a person can submerge one’s humanity to the logic of the marketplace, the higher the reward.