Rational Philosophy

On a stroke victim’s experience of nirvana, Supreme Court justices’ rendering surprising decisions, and a father’s $45K investment in his son’s self-motivation.

I watched The Simpsons movie over the weekend, which uses the twin drays of pollution and global warming to help drive its plot. I thought it must have been during the Simpsons movie that I heard a witticism about an endangered species being one simply less able to survive, but my daughter corrected me; David Letterman cracked the joke about the great blue heron when he hosted the Piedmont bird impersonators on a recent show.

Which is a long way around (what do you expect?) to introducing the subject of my curiosity today — exceptions. An endangered species might be considered an exception in that it is one of a minority of the species on the planet doomed to imminent extinction, but maybe another way of looking at this is that every species is endangered, we’re just each on our own time-lines.

Other exceptions:

A stroke victim experienced an informed nirvana after her stroke disabled the egotism and analytical dominance of her left brain. Doctor Jill Bolte Taylor, now recovered but having learned a new skill, can still tap into the peaceful, euphoric oneness that her stroke foisted upon her. Unusual in her pragmatic perspective on the sensation, Dr. Taylor describes her experience as a sudden understanding the relative and all-connected reality of her existence. But since we’d need a stroke, and a lucky stroke, to get to the same euphoric sensation, what use is Dr. Taylor’s unique affliction?

The Supreme Court rendered two surprisingly non-conservative decisions today in favor of workers versus employers. The particular details are less pertinent to this post than their out-of-wackness.

And lastly, I’ve written variously before on the value of education as an end in itself. I was just talking about this yesterday to my wife’s aunt’s mother (such are family gatherings) who made the pertinent point that the value of an education is to teach one how to learn. But today I read the compelling story of a man who bribed his son to apply himself in school by promising him a Shelby 427 Cobra. (Those kids who’ve been duped into performing for $50, read no further…)

Alright, so what gives? We like evolution, survival of the fittest, but we love the endangered species. We pride ourselves on our mastery of language, on our analytical heft, but our jaws drop as we think about freedom from ego and stress. We hate the conservatism of the court with such vehemence that we try to read conservative subplots into its more liberal decisions. And we don’t believe in the value of financial incentives in encouraging our children to learn, but we wonder how we’re going to pay for the Shelby Cobra…

Exceptions.

Does an exception tell us that the rule is wrong?

Not necessarily. I think they perhaps give us a new overarching rule that we should be careful of absolutism. We love to categorize. Categorizing has been such useful skill for the conscious mind that it has become a ready defense against uncertainty. In some cases perhaps too ready.

Dr. Taylor’s experience tells us that we may have a very different perception of reality if we could find ways to counter the less helpful strategies of the left brain.

The Supreme Court justices remind us that we can’t necessarily judge people by their past actions and ideas.

And the father who bought his son a Shelby Cobra for making the honor role thumbs his nose at those of us who hove to the higher ground of learning for the sake of learning…

On lying, fibbing, tricking and kidding.

My four year-old son is learning the nuances of deceit. When he’s caught claiming that he didn’t eat that piece of candy you said he couldn’t have he says he was “just joking.” His deceptions have a straightforward purpose — to get something that he wants which would otherwise be denied him, or to avoid responsibility for something that would incur his parents’ displeasure. Transparent and predictable, his lies seem to come with the territory of being human. He’s learning about the commodity of untruth, and its cost.

One would think that by the time a person has grown to adulthood he or she has learned that obvious, easily uncovered untruths have little value and come at a high cost, especially when you live in the public eye.

Hillary Clinton, one can presume, must understand, abstractly at least, the high cost of silly lies. And yet she trots them out as if she were a four year-old. (I’m not exculpating Barack Obama, but his lies at least seem to be in keeping with his general philosophy and purpose, whereas Clinton’s sometimes confound us with their preposterous posturing.) Claiming to George Stephanopolous, for instance, that her support for summer gas tax relief was something other than just political pandering insults the intelligence of those who would vote for her.

Recent research into the psychology of lying suggests that people lie to deceive others or to deceive themselves. This research also suggests that lying to deceive oneself has an aspirational quality — the student who inflates his grade point average aspires to that grade point average, and, more often than not, will get closer to it over time.

Very often politicians lie because they aspire to be right. They lie to defend a position because they believe in their ability to hold correct positions. Hillary Clinton desperately wants to believe that her aspiration to the presidency is legitimate. Beyond anything else, a victory would validate her sense of her right to be center stage — politically and personally. When someone fights so desperately to win, it gives us a window into what they feel they have to lose.

Philosophically, deceit is a simple concept — the presentation of untruth in place of truth. We can quibble about what we mean by truth, about whether anything can be completely objective, but this is hairsplitting. When a student says his grade point average is 3.7 when it is really 3.1 this is deceit.

And deceit isn’t confined to humans. The natural world abounds with deceit. Animals camouflage, impersonate, dissemble, trick… all with the aim of staying alive or furthering their genes.

Early philosophers such as Socrates and Plato focused a great deal of attention on the mechanics of deception and the antidote of reason. They did this because they felt that too often people were deceived by illogic. Clear, unfettered truth was the primary battleground of their philosophy.

Amazingly, many hundreds of years later, despite great advances in so many fields, we still don’t teach our children the fundamentals of logic and reason as a matter of course. Until today, until right now, I’ve thought that this was simply an oversight. But I wonder now whether the battle that Socrates started isn’t still underway. Perhaps it’s a battle of humanity for humanity.

Here we have highly educated people fibbing like four year-olds. In Socrates’ day, the sophists were aware of their deceptions, and they succeeded because people wanted to believe them. Just so today, the Clintons of the world know that they’re dissembling, but people want to believe them. We like rhetoric. We like to think that the world might be something other than what it is. Reality is hard. The truth is unsavory. Let’s go for a drive…

For a rational, science-based explanation of life’s meaning and purpose, please refer to my book: LIFE! Why We Exist… And What We Must Do To Survive.

Education Issues: On the dangers of paying for improved test performance. The psychology of value.

“An education obtained with money is worse than no education at all”
– Socrates

Researchers at Duke have determined that a high-price tag placebo works better than a low-price tag placebo, even though the two pills have the same active ingredient (i.e., no active ingredient). The perceived price of the pill increases the psychological expectation of positive results. “If it costs more, it must be better,” our brain tells us.

Schools across the country have begun to experiment with programs that reward schools, teachers and children for good test scores. The Times paints a somewhat anecdotal picture of the enthusiasm children have for this approach, but it is not hard to imagine that the picture is largely accurate.

When first read this story, I had a strong and immediate negative reaction to the idea of paying children to do well on tests. As I read about the apparent promise of the programs, I tried to put my negative reaction to one side. But it lingered.

Psychologically, I think, I am reacting to the idea that children are being paid to learn. There is, it seems, a placebo effect at work. With good intentions the program architects and educators want to achieve better scores by paying more for them. But do better test scores reflect a perceived improvement or an actual improvement? Test scores, after all, measure the ability to score well on tests. Scoring well on tests is symptomatic of a good education, but not the same as a good education.

Just as a placebo makes the perception of pain go away. So, too, improved test scores make the perception of subpar education go away.

I don’t want to overstretch the analogy. The other profound misgiving I have also relates to the psychology of value.

Once you pay a child to study, in the child’s mind studying and learning become fused with reward or compensation. (And the research on the perceived value of placebos demonstrates just how powerfully our minds connect value and reward.) What happens when that child finds himself in a situation in which he won’t receive any immediate reward for studying or learning or growing? Will he be in a worse position than a child who hasn’t been paid to do well? Quite likely.

And, as adults, while what we do to improve our understanding comes with reward in the workplace, that’s not true in life generally. Will these children grow up to be less likely to apply themselves when there’s nothing to be gained from it?

Education is a long term investment. It’s very easy for legislators, professors, administrators and educators to get caught up in the need to improve school performance, to get children’s test grades up. But ultimately this is not the goal of education. Education aims to foster the acquisition of knowledge. If we turn our schools into factories that churn out paid learners, we are creating a generation of adults who will be confused about the real value of knowledge and learning. And that is a worrying thought.

For more rational, science-based explanations of life’s meaning and purpose, please refer to my book: LIFE! Why We Exist… And What We Must Do To Survive.

Kosovo’s independence, Serbia’s reaction.

Do the roots of ethnic and national identification run particularly deep in the Balkans? Reading the latest news from Kosovo and Serbia, it seems so, but I guess not. No more deeply than in Chechnya, for instance, or Northern Ireland, or Darfur, or any of the many other flash-points around the world. But why do people feel so strongly about their ethnic and national identification that they’re willing to hate so deeply, fight so forcefully, and suffer so greatly to protect the concept of ethnic and political autonomy?

I’m not saying that people should not feel so strongly. They do, so there must be reasons. But what are those reasons and could we learn anything useful from understanding them?

Evolution rewards species and groups that survive. Social animals enhance their chances of survival by living together, protecting one another, and competing against other groups for the necessities of survival such as food and shelter. The stronger the group identification, the stronger the cooperation, and the greater the chances of group survival.

But, in people, the process of forming and belonging to groups has evolved into a highly complex and, from a biological and micro-social perspective, largely artificial (because it is a mental rather than tangible) trait. An Albanian living in the north of Kosovo consciously connects his or her allegiance to Albanians in the south of Kosovo, but while this conceptual grouping feels intensely related to his or her survival, it in fact bears no resemblance to the cooperation of a tight-knit group living in close proximity with its members contributing materially to one another’s well-being… Or, to be more exact, it resembles that tight-knit group only in as much as the Albanian in the north invests his allegiance with the Albanian in the south with the same kind of significance.

Our identification along lines of ethnicity and demography can’t be defended as an evolutionary survival mechanism. Ethnic conflicts deplete the world’s resources by commiting them to weaponry and defense forces and result in the deaths of millions.

A Serb in Mitrovica wishes to remain Serbian because he identifies with the concept of being a Serb; Kosovo independence does not necessarily reflect a change in his or her chances of living a healthy, happy and prosperous life. Likewise, the lot of an Albanian living in Mitrovica doesn’t necessarily improve because he is no longer part of Serbia. I’m stressing the word necessarily because obviously when people define themselves along ethnic lines there are indeed practical implications of a change in the majority ethnicity of the ruling body.

By reflecting upon the processes of evolution and its translation into concepts and feelings we immediately see that our minds fool us into drawing unnecessary divisions between ourselves and others, divisions that ultimately hurt us all.

From a practical perspective, what can be done?

We need to teach practical philosophy in school. By drawing up curricula that examine these kinds of connections between the nature of existence and its impact on our world of concepts we can begin to teach children how to see the world for what it is rather than for what it seems to be. This suggestion is no more radical than saying that children should be taught that the earth revolves around the sun even though it seems that the sun revolves around the earth.

For more rational, science-based explanations of life’s meaning and purpose, please refer to my book: LIFE! Why We Exist… And What We Must Do To Survive.

 

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On the philosophy of accountability in our schools, government, banks, and life in general…

I love this quote from George Bush, speaking yesterday at an elementary school in Chicago. “Look, I recognize some people don’t like accountability, [...] accountability says if you’re failing, we’re going to expose that and expect you to change. Accountability also says that when you’re succeeding you’ll get plenty of praise.” Ah, and they said he’d never learn.

Bush was talking about the grandly ill-conceived free-market assault on education — the “No Child Left Behind” act. Again in Bush’s words: “The philosophy behind No Child Left Behind was in return for money there ought to be results.”

Bush seems to have a very personal feeling for this philosophy. It speaks to him. After all, he came to power under the same diktat from big business and wealthy donors. ‘We’ll fund your campaign and support you in your bid for the presidency, but we expect results.’ And he delivered by cutting taxes, protecting and facilitating industry and big business interests, and handing down spectacularly rewarding contracts in the defense and reconstruction industries.

Unfortunately, the presidency shouldn’t be founded on that kind of accountability. Bush should have felt accountable to the people of the country before big business, because they invested their trust in him, not because they invested money in him. When we conceive of Bush’s presidency in this way it is no surprise that he has seemed to feel no real accountability for his most grievous failures as president — taking us into a war under false pretenses, endorsing illegal and cruel detention and torture, carrying out secret surveillance programs, reacting with lamentable indifference to the flooding after Katrina, and denying, deriding and tampering with the scientific evidence for global warming.

Likewise, the most important thing we invest in our schools is our trust in them to educate our children as well as they can and as well as we wish. When they fail, we should hold them accountable by finding ways to improve their performance. In some schools this will demand smaller classrooms, in others, new teachers, or a different school leader, in others perhaps a different teaching method or catchment approach. But when does it ever make sense to hold them accountable by removing funds? How does that help the children?

Which brings me to think that accountability and trust may be inextricably related from a philosophical perspective. We might test this theory with an example from the world of finance. Bear Stearns CEO, James Cayne stepped down today, the latest in a string of departures from the top spots of financial institutions embattled by the sub-prime loan crisis. My question is this: Have these corporate leaders felt compelled to step down because they squandered investors’ money or because they betrayed their trust?

The answer seems to be that whether Cayne and others felt a sense of personal and direct responsibility for the losses (some didn’t), they all felt a responsibility for the lost trust as evidenced by that financial mismanagement.

Similarly, we want our teaching establishments to feel responsible for educating our children, not for investing education funds. And we want our government to feel responsible for serving our common interests, not repaying campaign contributions.

On the purpose and principles of education, and the perils of ignoring them.

Living in New York, it’s hard to avoid the whirlpool of anxiety around schools and education. What’s the right school, what’s the best school, how are we going to get our kid in there? Even before a child turns three parents are fretting and fussing over plans for his or her education. And while the particular circumstances may vary from place to place, concern over educational standards seems global.

In Japan, parents have begun to worry about the slip in educational standards relative to India and China. Once leading the world in math skills, Japan has fallen to 10th place. In the NY Times report, Japanese parents concerned over test scores and competitive educational achievements, and envious of India’s surge, sound just like New York City parents. Another current report focuses on concerted efforts to improve the organizational skills of schoolboys, thereby improving their grades.

When we have a child in school, the emphasis on testing and grades can overwhelm us. We forget the true purpose of education. If we’ve grown up through a competitive system ourselves we may never even pause to consider whether there may be anything wrong with it. But since we submit our children typically to more than a dozen years of school with the stated goal of giving them a good start in life, it seems to make sense for us to actively question whether and why those years should be spent chasing grades.

Education should serve the fundamental purpose of teaching a body of knowledge and thinking skills; it should only secondarily serve the subordinate purpose of furnishing qualifications. In modern times these primary and secondary purposes have been flipped. But why?

Ironically perhaps, one reason may be the relative democratization of education in developed countries. When all children have access to school, the focus for many shifts from acquiring knowledge and skills to getting or giving our children the upper hand. We start to want our children to succeed in school by achieving quantifiable, bankable grades, rather than by absorbing useful, valuable brain food.

When I think about my own time in the educational system, I tend to be impressed by how much I’ve forgotten rather than by how much I learned. The process of learning remains with me, even when the product of learning fades. Put another way, I doubt I’d score very well now on high school tests, but I have a clearer sense these days of how to approach a set of educational material in order to appreciate and learn from it (I watch myself doing just that with my high school age daughter). The boy in the NY Times story improved his grade with some intense focus and help from a tutor. But did he learn more, do his improved grades equate with a person who thinks better?

This nation faces a critical time in its history. It is no coincidence that these eight years of democratic dismantling have been presided over by a man who is so famously lax in speech and thought, who brazenly values faith over reason, victory over right, ends over means. Bush and his entourage have taken us down a perilous and irrational path. Yet though the current administration has eroded the principles of freedom and democracy in insidious and worrying ways, the country as a whole hangs back and takes it on the chin. Where is the outcry? Where are the howls of protest? They are few and faint.

When we teach our children not how to think but how to achieve social and economic success we bankrupt the foundation of a democratic society. If we cannot think for ourselves, if we cannot question and criticize, we cannot participate effectively in our democracy. As parents and citizens I believe we have an obligation to encourage our children to pursue knowledge, reason, and truth, not grades.

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