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AS.001.219 · Fall 2026 · Johns Hopkins University
Progress
Why now is the best time to be alive (and how we could lose it)
What does it mean for the world to get better? This seminar examines the history, economics, and ethics of progress — who benefits, who is left behind, and what we owe future generations.
About the seminar
Humanity has seen astonishing improvements in health, wealth, and knowledge over the past two centuries. Life expectancy has more than doubled. Extreme poverty has fallen from the near-universal condition of humankind to affecting less than a tenth of the world's population. Literacy, once a rare privilege, is now approaching universality. And yet progress is uneven, contested, and fragile.
This seminar asks: What drives progress? What threatens it? And what makes progress genuinely good? We draw on economics, history, philosophy, and data to take these questions seriously — approaching them not as settled but as live problems that students will grapple with throughout their lives.
In this course we reflect on what it means to think about progress in Baltimore — a city where the history of economic growth, exclusion, and ongoing change is never far from the surface.
Device-free seminar
Class meetings are device-free by default. Phones, tablets, and laptops should be put away unless I explicitly ask you to use a device for a class activity. I will provide binders and printed copies of all readings; bring the binder, plus a pen or pencil for opening writing and annotation. Students with accommodations, accessibility needs, or urgent circumstances should speak with me so we can make the course work well.
Readings and packets
Public web readings are linked from the syllabus. I will provide binders and printed copies of all readings, with readings that are not freely available handled through Canvas, library reserve, or course reading packets. The early packets are organized by week so that students can bring marked-up paper readings to class.
Course modules
Defining and measuring progress. GDP, wellbeing, the Human Development Index. Long-run data and the case for optimism — and its limits.
How do institutions shape the possibility of progress? Property rights, incentives, and the economics of technological change.
Inequality, race, and the distribution of progress. The history of exclusion in Baltimore and beyond. Who shares in progress — and who gets left out.
Great inventors, systemic forces, and the question of inevitability. Who gets to drive change? The role of ambition, luck, and institutions.
Climate change, pandemic risk, AI, and the possibility of catastrophe. Can progress be sustained? What does stewardship require of us?
Student presentations. Synthesizing the course. What kind of progress will you be part of making?
"Progress is not an accident but a necessity… What we call evil and immorality must disappear. It is certain that man must become perfect."
— Herbert Spencer, Social Statics (1851) — and why we should be skepticalThe seminar is deliberately skeptical of easy optimism. We read thinkers who celebrate progress alongside those who identify its costs and contradictions. Students leave with a more nuanced, evidence-based framework for thinking about human improvement — and their own place in it.
Course information
Baltimore as classroom
Progress is not an abstraction. Every session in this course is connected to a site in Baltimore where the ideas we read about have played out in real lives. We will visit several of these sites during the semester, and the interactive map below shows how the city's history of progress — and its limits — is written into the built environment.