By the architect of Brexit, who is now one of Boris Johnson's main advisors ("Special Adviser to the Prime Minister").
Cummings has a good amount of intellectual overlap with rationalist writers. (Check out his blogroll, in the sidebar on the right!)
From post's introduction:
This blog looks at an intersection of decision-making, technology, high performance teams and government. It sketches some ideas of physicist Michael Nielsen about cognitive technologies and of computer visionary Bret Victor about the creation of dynamic tools to help understand complex systems and ‘argue with evidence’, such as ‘tools for authoring dynamic documents’, and ‘Seeing Rooms’ for decision-makers — i.e rooms designed to support decisions in complex environments. It compares normal Cabinet rooms, such as that used in summer 1914 or October 1962, with state-of-the-art Seeing Rooms.
There is very powerful feedback between: a) creating dynamic tools to see complex systems deeper (to see inside, see across time, and see across possibilities), thus making it easier to work with reliable knowledge and interactive quantitative models, semi-automating error-correction etc, and b) the potential for big improvements in the performance of political and government decision-making.
It is relevant to Brexit and anybody thinking ‘how on earth do we escape this nightmare’ but 1) these ideas are not at all dependent on whether you support or oppose Brexit, about which reasonable people disagree, and 2) they are generally applicable to how to improve decision-making — for example, they are relevant to problems like ‘how to make decisions during a fast moving nuclear crisis’ which I blogged about recently, or if you are a journalist ‘what future media could look like to help improve debate of politics’.
One of the tools Nielsen discusses is a tool to make memory a choice by embedding learning in long-term memory rather than, as it is for almost all of us, an accident. I know from my days working on education reform in government that it’s almost impossible to exaggerate how little those who work on education policy think about ‘how to improve learning’.