In “The People Who Will Thrive in the AI Age,” David Brooks argues that the tolerance/desire for mental effort is the distinguishing characteristic amongst people.
One group:
The Reluctant Optimizers. People with a medium need for cognition will understand that AI might hollow them out. That prospect will really bother them. They will resolve, earnestly and with good intentions, to not let themselves fall victim. But in the crowded and stressful rush of everyday life, they will get sucked in. Their resolve will fail and they’ll become overreliant on the bots.
It seems to me that modern medicine has essentially primed basically everyone involved in healthcare to fall into this camp.
Later:
The crucial task before us is to cultivate people’s desire to seek out cognitive complexity. Not to go all Joseph Campbell on you, but the essential challenge is: How do we train people to see their life as a hero’s journey in which they take on difficult missions that they may fail at and that will certainly involve pain and suffering? How do we form people so they have an explorer’s heart, a willingness to endure, an ability to struggle on, even when their body and mind are telling them to give up, to reach new destinations and figure stuff out?
…
Many of our schools do a decent job of crushing students’ desire for mental effort. Every minute that a kid sits bored in a classroom crushes their desire. Extrinsic rewards, such as grades, do so because extrinsic desires tend to crowd out intrinsic ones. Grade inflation crushes desire by making everything too easy. Many of our systems have been created by rationalists to focus on the declarative level of the mind, the part that learns facts and considers arguments; they are often oblivious to the damage they are doing in the dark forests, the deeper levels of the mind where motivations emerge.
Fortunately, schools and organizations can also inflame desire. The most straightforward theory of motivation is known as self-determination theory, founded by Edward Deci and Richard Ryan. People feel motivated when they are put in situations that give them autonomy (I’m in control of my choices), competence (I’m developing my skills), and relatedness (people here care about me). In my experience, motivation increases with admiration, such as when students are confronted with great people or great works of art. Motivation also increases with apprenticeships, such as when a mentor not only teaches a person how to engineer, but also how to be the kind of person who loves engineering.
It also seems to me that human relationships and a truly forged identity are the only way most people will have any chance of embracing that helpful, crucial friction and combating the siren call of easy mediocrity.