Tag Archives: Education

The Most Dangerous Idea in History

In the modern world we often throw around the word meme to mean some comic image, video or idea that has become associated with a concept, but the word has a different origin.

“an element of a culture or system of behaviour passed from one individual to another by imitation or other non-genetic means.”

This usage was coined by Richard Dawkins in his 1976 book “The selfish gene“. Like genes, memes are replicated by one process or another, sometimes with mutations. Like genes, memes are subject to a form of “evolutionary pressure”, a survival of the fittest.

So memes are not just ideas, but ideas can be seen as memes. I’ll likely use the words a bit interchangeably for convenience, however, in this article. The best ideas or memes, can survive for centuries or millennia, as Dawkins himself noted:

“But if you contribute to the world’s culture, if you have a good idea…it may live on, intact, long after your genes have dissolved in the common pool. Socrates may or may not have a gene or two alive in the world today, as G.C. Williams has remarked, but who cares? The meme-complexes of Socrates, Leonardo, Copernicus and Marconi are still going strong.”

In effect, memes can be more immortal and long-lasting then genes. And the transmission can be more direct as well. You may not descend from Socrates, Newton or Curie, whatever benefit that may or may not give you, but you can easily open a book and have those memes transmitted to you directly (or more likely through one or two intermediaries) very efficiently.

This is a very important feature of humanity, perhaps its most important: the ability of a human to learn from more than just its immediate family or peer group, however valuable that interaction is.

Some people have explored the viral nature of memes, and in this sense, we can easily understand that in terms of the common usage of a word in social media.

Of course, some memes are millennia old, have virally spread and are just plain wrong. The popular meme that humans have five senses is wrong. So memes can survive selection pressure despite error. Of course, the pressure may be more intense and effective if the consequences are more significant.

I contend that the most dangerous idea in history is one of a family of related ideas on this theme:

It is bad / wrong / sinful / wicked to question / doubt.

This is a very widespread meme indeed, and a successful one therefore in terms of its own survival. It exists in various strengths and in various contexts. And it doesn’t seem especially dangerous; it’s an innocuous statement.

So what’s the problem? Well, there are two aspects to this.

Firstly, it knocks out your mental immune system. This idea is almost parasitic because it reinforces itself with circular logic. Once it is in place, it prevents or inhibits its own eviction. After all, one has to challenge the idea to reject it, and the mind the idea resides in has already accepted that this is unacceptable.

People that have been taught this as part of their philosophy, ethics or morality, will of course tend to pass it on as a necessary element in those systems, and one can see why.

Because the second aspect is that, this idea rarely comes on its own. The really big problem with this idea is that explicitly or implicitly it tends to actually be found in this form:

It is bad / wrong / sinful / wicked to question / doubt [X].

And then X is or can be the problem. In other words, this is a mental virus that often comes with an associated payload. Like a two-part drug.

For convenience, let’s call X the “payload“, the idea or collection of ideas that hitches a ride with the “immunosuppressant“, the idea that one must not question the payload.

It’s the other part of the coupling that makes the first part dangerous.

Maybe the payload is trivial, like somebody learning a martial art who has essentially been told not to question anything in what they are being taught. In such cases the immunosuppressant challenge could cause poor form or technique never to really be corrected, or not to be open to improvement from ideas from others.

Surprisingly one can find the immunosuppressant quite easily in class rooms, where groups of students have been told that they have to accomplish a task by certain means are exhorted not to think about why. Or sometimes they are so frightened out of asking questions that they pick up the immunosuppressant meme all by themselves. This can damage their ability to discern good ideas from bad.

If the payload is something more serious, such as having significant ethical or moral content then it might still be a relatively minor problem. For example if the payload is ethically benign such as some variation on the Golden Rule, then few issues arise, since the immunosuppressant defeating aspect is reinforcing a behaviour (payload) that is ethically non damaging or even perhaps, life enhancing.

But, if the payload contains many ethically or morally dubious aspects, then you have real problems, because these ideas and behaviours simply cannot be challenged from outside that mind. If the person swallowing the two part pill has accepted the immunosuppressant wholeheartedly then almost nothing can be done to recover that mind’s proper function. It’s trivially easy to see this at work in the world, where people of a given faith can’t even accept that adherents of different strands of that faith are worthy of respect, or in extreme cases, life itself.

In most cases the payload is complex, comprising both good and bad ideas; in these cases the immunosuppressant is the main reason preventing people from discerning which bits to hang on to and which bits to discard. Fortunately, for many the immunosuppressant isn’t full strength, and they quietly, and quite sensibly work out which parts of the payload to discard, but often with no fanfare. They are sometimes still ashamed to state that they do this or don’t even admit it to themselves.

But we shouldn’t be embarrassed to say that parts of a payload are good and parts should be rejected. For instance, most people of faith, from the Abrahamic tradition, quietly reject parts of the payload, let’s take this one:

“If a man has sexual relations with a man as one does with a woman, both of them have done what is detestable. They are to be put to death; their blood will be on their own heads.”

I mean, there’s no getting around it. It’s perfectly clear, in the payload, and it’s equally clear to most 21st century people that this is wrong. Wrong. Illegal. Murder. Ludicrous even. But still many lovely and kind people will try and apologise for this, quoting nicer parts of the payload, rather than just admitting that this is wrong, often because the immunosuppressant part of the pill says we have to not question any aspects of the payload.

And then we are surprised when people kill each other around the world based on the differences in their ideas, even if those differences are trivial, and pose absolutely no threat whatsoever.

But why should we be surprised? The answer is all too obvious.

Horrifically, in many cases, they have been explicitly told to do these things. It’s there in writing. And the immunosuppressant is strongly in place. It’s no good saying that the payload has lots of nice bits in it too. That’s great. That’s wonderful, but the payload will only become better when people are able to admit that parts of it are just plain wrong, and need to be rejected. For this to happen, the immunosuppressant has to be removed. At this point their natural mental immune response comes back to life. It is then possible for peers to influence people for the best. It is easier and possible to learn from the positive examples of others.

If we want to rid ourselves of some of the worst most horrific memes of our past, we need to admit that this is a possibility, and this is why doubt and questioning isn’t a sin, or an error, but the most basic principle of mental hygiene.

“The unexamined life is not worth living.” Socrates

Necessary And Sufficient

This article contains links to materials and extra resources to my Inaugural Professorial Lecture, with the same name, delivered on 17th February 2016 at Ulster University.

 

Twitter

  • If you have any comments or questions, use the Twitter hashtag #nesssuff and I’ll pick them up later and try to address them. My Twitter ID is @ProfCTurner.
  • The Vote of Thanks will be given Sarah Flynn, whose Twitter ID is @sarahjaneflynn.

Synopsis

“Necessary and Sufficient: a look at elegance, efficiency and completeness in Engineering and its Mathematics

Engineers and Pure Mathematicians have a surprising amount in common, despite working at opposite ends of many problems; one at the totally theoretical end and the other at that of practical realisation, sometimes centuries apart. They both use tools created or designed mainly by other members of their own profession; they both enjoy testing things to destruction in order to explore how they work; and they both enjoy finding solutions to problems that cover all the requirements but which tend to do so in an efficient and elegant way.

This lecture explores how basic concepts that began with natural numbers to count livestock in antiquity eventually gave rise to complex numbers, and how techniques to measure buildings and the movement of the stars evolved into techniques to analyse data in totally new ways.

Some modern applications, ranging from every day examples such as photographs taken by smart-phones through to research applications, will also be considered.

Finally, the lecture will examine the implications for how Engineers can be educated to bring the power of some of humanity’s most beautiful abstract ideas to bear on the practical problems that surround us in everyday life.

Lecture Slides

(“Director’s cut” and “Commentary/Video” to be uploaded at a later date).

PDF Download – Videos not embedded, no pauses (~3 MB)

PDF Download – Full Size Slides with pauses and embedded Video (~52 MB)

For those interested the slides were produced with PDFLaTeX, Beamer and Tikz. Diagrams with plots and positions of complex numbers are all calculated as the PDF is compiled. The presentation was stored in a git repository and a Makefile was used to produce the various versions.

A GitHub repository with some files missing (due to them being University property) is available here. But this does contain all Tikz diagram source code, cow images, and a LaTeX Beamer template aligned to the Faculty template that was produced. Faculty colleagues can request the required University images for their own presentations. The Makefile shows how to create different versions of the talk, with embedded or linked videos, and with or without pauses.

The content of the talk is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Extra reading

Introduction

The Evolution of Numbers

Circular Functions and Fourier Series

Event Brite

  • The lecture was advertised on EventBrite here.