“If you think along the lines of Nature, then you think properly."
-- C. G. Jung
(Featured Image: Carl Jung; Source: Sofia University)
“Scientific and philosophic truth have parted company.”
—Hannah Arendt, The Human Condition, 41.290
What can it mean that there are two different types of truth—scientific and philosophic? And how could they not be connected?
"The happiness of your life depends upon the quality of your thoughts: therefore, guard accordingly, and take care that you entertain no notions unsuitable to virtue and reasonable nature."
Monday, August 16, 2010: “Earth Alienation: From Galileo to Google”
Lecturer: Roger Berkowitz, Associate Professor of Political Studies and Human Rights at Bard College; Academic Director, Hannah Arendt Center for Politics and the Humanities.
In this lecture, Roger Berkowitz welcomes the incoming Class of 2014 at Bard College with an important question: “Is humanity important?” The human race has witnessed impressive scientific and technological achievements, some of the most remarkable of which have occurred in the past 50 years. While some of these have advanced the history of humanity, others threaten to dampen its spark. Nuclear and biological weapons are capable of killing untold millions of people, and the urge to embrace automation in our everyday lives cultivates the fear that society may one day embrace euthanization as a way to rid itself of “superfluous persons”. Acknowledging this increasingly dangerous world we live in, Berkowitz argues it is imperative that we at this moment in time take a closer look at ourselves and consider our significance. He proposes two sources that can help us in our task: Galileo and Google.
"Seen from the perspective of the "real" world, the laboratory is the anticipation of a changed environment."
-Hannah Arendt, The Life of the Mind
I find this quote intriguing in that its reference to environments and environmental change speak to the fact that Arendt's philosophy was essentially an ecological one, indeed one that is profoundly media ecological. The quote appears in a section of The Life of the Mind entitled "Science and Common Sense," in which Arendt argues that the practice of science is quite distinct from thinking as a philosophical activity.
As she explains:
Thinking, no doubt, plays an enormous role in every scientific enterprise, but it is a role of a means to an end; the end is determined by a decision about what is worthwhile knowing, and this decision cannot be scientific.
Here Arendt invokes a variation on Gödel's incompleteness theorem in mathematics, noting that science cannot justify itself on scientific grounds, but rather must somehow depend on something outside of and beyond itself. Perhaps more to the point, science, especially as associated with empiricism, cannot be divorced from concrete reality, and does not function only in the abstract realm of ideas that Plato insisted was the only true reality.
The transformation of truth into mere verity results primarily from the fact that the scientist remains bound to the common sense by which we find our bearings in a world of appearances. Thinking withdraws radically and for its own sake from this world and its evidential nature, whereas science profits from a possible withdrawal for the sake of specific results.
It is certainly the case that scientific truth is always contingent, tentative, open to refutation, as Karl Popper explained. Scientific truth is never absolute, never anything more than a map of some other territory, a map that needs to be continually tested and reviewed, updated and revised, as Alfred Korzybski explained by way of establishing his discipline of general semantics. Even the so-called laws of nature and physics need not be considered immutable, but may be subject to change and evolution, as Lee Smolin argues in his insightful book, Time Reborn.
Scientists are engaged in the process of abstracting, insofar as they take the data gained by empirical investigation and make generalizations in the form of theories and hypotheses, but this process of induction cannot be divorced from concrete reality, from the world of appearances. Science may be used to test, challenge, and displace common sense, but it operates on the same level, as a distilled form of common sense, rather than something qualitatively different, a status Arendt reserves for the special activity of thinking associated with philosophy.
Arendt goes on to argue that both common sense and scientific speculation lack "the safeguards inherent in sheer thinking, namely thinking's critical capacity." This includes the capacity for moral judgment, which became horrifically evident by the ways in which Nazi Germany used science to justify its genocidal policies and actions. Auschwitz did not represent a retrieval of tribal violence, but one of the ultimate expressions of the scientific enterprise in action. And the same might be said of Hiroshima and Nagasaki, holding aside whatever might be said to justify the use of the atomic bomb to bring the Second World War to a speedy conclusion. In remaining close to the human lifeworld, science abandons the very capacity that makes us human, that makes human life and human consciousness unique.
The story of modern science is in fact a story of shifting alliances. Science begins as a branch of philosophy, as natural philosophy. Indeed, philosophy itself is generally understood to begin with the pre-Socratics sometimes referred to as Ionian physicists, i.e., Thales, Anaximander, Heraclitus, who first posited the concept of elements and atoms. Both science and philosophy therefore coalesce during the first century that followed the introduction of the Greek alphabet and the emergence of a literate culture in the ancient Greek colonies in Asia Minor.
And just as ancient science is alphabetic in its origins, modern science begins with typography, as the historian Elizabeth Eisenstein explains in her exhaustive study, The Printing Press as an Agent of Change in Early Modern Europe. Simply by making the writings of natural philosophers easily available through the distribution of printed books, scholars were able to compare and contrast what different philosophers had to say about the natural world, and uncover their differences of opinion and contradictions. And this in turn spurned them on to find out for themselves which of various competing explanations are correct, where the truth lies, so that more reading led to even more empirical research, which in turn would have to be published, that is made public, via printing, for the purposes of testing and confirmation. And publication encouraged the formation of a scientific republic of letters, a typographically mediated virtual community.
Eisenstein notes that during the first century following Gutenberg, printed books gave Copernicus access to centuries of recorded observations of the movements of celestial objects, access not easily available to his predecessors. What is remarkable to consider is that the telescope was not invented in his lifetime, that the Polish astronomer arrived at his heliocentric view based only on what could be observed by the naked eye, by gazing up at the heavens, and down at the printed page. The typographic revolution that began in the 15th century was the necessary technological precondition for the Copernican revolution of the 16th century. The telescope as a tool to extend vision beyond its natural capabilities had not yet been invented, and was not required, although soon after its introduction Galileo was able to confirm the theory that Copernicus had put forth a century earlier.
In the restricted literate culture of medieval Europe, the idea took hold that there are two books to be studied in an effort to discern the divine will, and mind: the book of scripture and the book of nature. Both books were seen as sources of knowledge that can be unlocked by a process of reading and interpretation. It was grammar, the ancient study of language, which became one third of the trivium, the foundational curriculum of the medieval university, that became the basis of modern science, and not dialectic or logic, that is, pure thinking, which is the source of the philosophic tradition, as Marshall McLuhan noted in The Classical Trivium. The medieval schoolmen of course placed scripture in the primary position, whereas modern science situates truth in the book of nature alone.
The publication of Francis Bacon's Novum Organum in 1620 first formalized the separation of science from philosophy within print culture, but the divorce was finalized during the 19th century, coinciding with the industrial revolution, as researchers became known as scientists rather than natural philosophers. In place of the alliance with philosophy, science came to be associated with technology; before this time, technology, and engineering, often referred to as mechanics, represented entirely different lines of inquiry, utterly practical, often intuitive rather than systematic. Mechanics was part of the world of work rather than that of action, to use the terms Arendt introduced in The Human Condition, which is to say that it was seen as the work of the hand rather than the mind. By the end of 19th century, scientific discovery emerged as the main the source of major technological breakthroughs, rather than innovation springing fully formed from the tinkering of inventors, and it became necessary to distinguish between applied science and theoretical science, the latter nonetheless still tied to the world of appearances.
Today, the acronym STEM, which stands for science, technology, engineering, and mathematics, has become a major buzzword in education, a major emphasis in particular for higher education, and a major concern in regards to economic competitiveness. We might well take note of how recent this combination of fields and disciplines really is, insofar as mathematics represents pure logic and highly abstract forms of thought, and science once was a purely philosophical enterprise, both aspects of the life of the mind. Technology and engineering, on the other hand, for most of our history took the form of arts and crafts, part of the world of appearances.
The convergence of science and technology also had much to do with scientists' increasing reliance on scientific instruments for their investigations, a trend increasingly prevalent following the introduction of both the telescope and the microscope in the early 17th century, a trend even more apparent from the 19th century on. The laboratory is in fact another such instrument, a technology whose function is to provide precisely controlled conditions, beyond its role as a facility for the storage and use of other scientific instruments. Scientific instruments are media that extend our senses and allow us to see the world in new ways, therefore altering our experience of our environment, while the discoveries they lead to provide us with the means of altering our environments physically. And the laboratory is an instrument that provides us with a total environment, enclosed, controlled, isolated from the world to become in effect the world. It is a micro-environment where experimental changes can be made that anticipate changes that can be made to the macro-environment we regularly inhabit.
The split between science and philosophy can also be characterized as a division between the eye and the ear. Modern science, as intimately bound up in typography, is associated with visualism, the idea that seeing is believing, that truth is based on vision, that knowledge can be displayed visually as an organized set of facts, rather than the product of ongoing dialogue, and debate. McLuhan noted the importance of the fixed point of view as a by-product of training the eye to read, and Walter Ong studied the paradigm-shift in education attributed to Peter Ramus, who introduced pedagogical methods we would today associated with textbooks, outlining, and the visual display of information. Philosophy has not been immune to this influence, but retains a connection to the oral-aural mode through the method of Socratic dialogue, and by way of an understanding of the history of ideas as an ongoing conversation. Arendt, in The Human Condition, explained action, the realm of words, as a social phenomenon, one based on dialogic exchanges of ideas and opinions, not a solitary matter of looking things up. And thinking, which she elevates above the scientific enterprise in The Life of the Mind, is mostly a matter of an inner dialogue, or monologue if you prefer, of hearing oneself think, of silent speech, and not of a mental form of writing out words or imaginary reading. We talk things out, to others and/or to ourselves.
Science, on the other hand, is all about visible representations, as words, numbers, illustrations, tables, graphs, charts, diagrams, etc. And it is the investigation of visible phenomena, or otherwise of phenomena that can be rendered visible through scientific instruments. Acoustic phenomena can only be dealt with scientifically by being turned into a visual measurement, either of numbers or of lines going up and down to depict sound waves. The same is true for the other senses; smell, taste, and touch can only be dealt with scientifically though visual representation. Science cannot deal with any sense other than sight on its own terms, but always requires an act of translation into visual form. Thus, Arendt notes that modern science, being so intimately bound up in the world of appearances, is often concerned with making the invisible visible:
That modern science, always hunting for manifestations of the invisible—atoms, molecules, particles, cells, genes—should have added to the world a spectacular, unprecedented quantity of new perceptible things is only seemingly paradoxical.
Arendt might well have noted the continuity between the modern activity of making the invisible visible as an act of translation, and the medieval alchemist's search for methods of achieving material transformation, the translation of one substance into another. She does note that the use of scientific instruments are a means of extending natural functions, paralleling McLuhan's characterization of media as extensions of body and biology:
In order to prove or disprove its hypotheses… and to discover what makes things work, it [modern science] began to imitate the working processes of nature. For that purpose it produced the countless and enormously complex implements with which to force the non-appearing to appear (if only as an instrument-reading in the laboratory), as that was the sole means the scientist had to persuade himself of its reality. Modern technology was born in the laboratory, but this was not because scientists wanted to produce appliances or change the world. No matter how far their theories leave common-sense experience and common-sense reasoning behind, they must finally come back to some form of it or lose all sense of realness in the object of their investigation.
Note here the close connection between reality, that is, our conception of reality, and what lends someone the aura of authenticity, as Walter Benjamin would put it, is dependent on the visual sense, on the phenomenon being translated into the world of appearances (the aura as opposed to the aural). It is no accident then that there is a close connection in biblical literature and the Hebrew language between the words for spirit and soul, and the words for invisible but audible phenomena such as wind and breath, breath in turn being the basis of speech (and this is not unique to Hebraic culture or vocabulary). It is at this point that Arendt resumes her commentary on the function of the controlled environment:
And this return is possible only via the man-made, artificial world of the laboratory, where that which does not appear of its own accord is forced to appear and to disclose itself. Technology, the "plumber's" work held in some contempt by the scientist, who sees practical applicability as a mere by-product of his own efforts, introduces scientific findings, made in "unparalleled insulation… from the demands of the laity and of everyday life," into the everyday world of appearances and renders them accessible to common-sense experience; but this is possible only because the scientists themselves are ultimately dependent on that experience.
We now reach the point in the text where the quote I began this essay with appears, as Arendt writes:
Seen from the perspective of the "real" world, the laboratory is the anticipation of a changed environment; and the cognitive processes using the human abilities of thinking and fabricating as means to their end are indeed the most refined modes of common-sense reasoning. The activity of knowing is no less related to our sense of reality and no less a world-building activity than the building of houses.
Again, for Arendt, science and common sense both are distinct in this way from the activity of pure thinking, which can provide a sorely needed critical function. But her insight as to the function of the laboratory as an environment in which the invisible is made visible is important in that this helps us to understand that the laboratory is, in fact, what McLuhan referred to as a counter-environment or anti-environment.
In our everyday environment, the environment itself tends to be invisible, if not literally so, then functionally insofar as whatever fades into the background tends to fall out of our perceptual awareness or is otherwise ignored. Anything that becomes part of our routine falls into this category, becoming environmental, and therefore subliminal. And this includes our media, technology, and symbol systems, insofar as they are part of our everyday world. We do pay attention to them when they are brand new and unfamiliar, but once their novelty wears off they become part of the background, unless they malfunction or breakdown. In the absence of such conditions, we need an anti-environment to provide a contrast through which we can recognize the things we take for granted in our world, to provide a place to stand from which we can observe our situation from the outside in, from a relatively objective stance. We are, in effect, sleepwalkers in our everyday environment, and entering into an anti-environment is a way to wake us up, to enhance awareness and consciousness of our surroundings. This occurs, in a haphazard way, when we return home after spending time experiencing another culture, as for a brief time much of what was once routinized about own culture suddenly seems strange and arbitrary to us. The effect wears off relatively quickly, however, although the after-effects of broadening our minds in this way can be significant.
The controlled environment of the laboratory helps to focus our attention on phenomena that are otherwise invisible to us, either because they are taken for granted, or because they require specialized instrumentation to be rendered visible. It is not just that such phenomena are brought into the world of appearances, however, but also that they are made into objects of concerted study, to be recorded, described, measured, experimented upon, etc.
McLuhan emphasized the role of art as an anti-environment. The art museum, for example, is a controlled environment, and the painting that we encounter there has the potential to make us see things we had never seen before, by which I mean not just objects depicted that are unfamiliar to us, but familiar objects depicted in unfamiliar ways. In this way, works of art are instruments that can help us to see the world in new and different ways, help us to see, to use our senses and perceive in new and different ways. McLuhan believed that artists served as a kind of distant early warning system, borrowing cold war terminology to refer to their ability to anticipate changes occurring in the present that most others are not aware of. He was fond of the Ezra Pound quote that the artist is the antenna of the race, and Kurt Vonnegut expressed a similar sentiment in describing the writer as a canary in a coal mine. We may further consider the art museum or gallery or library as a controlled environment, a laboratory of sorts, and note the parallel in the idea of art as the anticipation of a changed environment.
There are other anti-environments as well. Houses of worship function in this way, often because they are based on earlier eras and different cultures, and otherwise are constructed to remove us out of our everyday environment, and help us to see the world in a different light. They are in some way dedicated to making the invisible world of the spirit visible to us through the use of sacred symbols and objects, even for religions whose concept of God is one that is entirely outside of the world of appearances. Sanctuaries might therefore be considered laboratories used for moral, ethical, and sacred discovery, experimentation, and development, and places where changed environments are also anticipated, in the form of spiritual enlightenment and the pursuit of social justice. This also suggests that the scientific laboratory might be viewed, in a certain sense, as a sacred space, along the lines that Mircea Eliade discusses in The Sacred and the Profane.
The school and the classroom are also anti-environments, or at least ought to be, as Neil Postman argued in Teaching as a Conserving Activity. Students are sequestered away from the everyday environment, into a controlled situation where the world they live in can be studied and understood, and phenomena that are taken for granted can be brought into conscious awareness. It is indeed a place where the invisible can be made visible. In this sense, the school and the classroom are laboratories for learning, although the metaphor can be problematic when it used to imply that the school is only about the world of appearances, and all that is needed is to let students discover that world for themselves. Exploration is indeed essential, and discovery is an important component of learning. But the school is also a place where we may engage in the critical activity of pure thinking, of critical reasoning, of dialogue and disputation.
The classroom is more than a laboratory, or at least it must become more than a laboratory, or the educational enterprise will be incomplete. The school ought to be an anti-environment, not only in regard to the everyday world of appearances and common sense, but also to that special world dominated by STEM, by science, technology, engineering and math. We need the classroom to be an anti-environment for a world subject to a flood of entertainment and information, we need it to be a language-based anti-environment for a world increasingly overwhelmed by images and numbers. We need an anti-environment where words can take precedence, where reading and writing can be balanced by speech and conversation, where reason, thinking, and thinking about thinking can allow for critical evaluation of common sense and common science alike. Only then can schools be engaged in something more than just adjusting students to take their place in a changed and changing environment, integrating them within the technological system, as components of that system, as Jacques Ellul observed in The Technological Society. Only then can schools help students to change the environment itself, not just through scientific and technological innovation, but through the exercise of values other than the technological imperative of efficiency, to make things better, more human, more life-affirming.
The anti-environment that we so desperately need is what Hannah Arendt might well have called a laboratory of the mind.
Hannah Arendt considered calling her magnum opus Amor Mundi: Love of the World. Instead, she settled upon The Human Condition. What is most difficult, Arendt writes, is to love the world as it is, with all the evil and suffering in it. And yet she came to do just that. Loving the world means neither uncritical acceptance nor contemptuous rejection. Above all it means the unwavering facing up to and comprehension of that which is.
Every Sunday, The Hannah Arendt Center Amor Mundi Weekly Newsletter will offer our favorite essays and blog posts from around the web. These essays will help you comprehend the world. And learn to love it.
How does the rise of a secret, inscrutable, and unaccountable security bureaucracy in the United States impact law-abiding citizens? This is a crucial question as many of us struggle to understand the domestic spying programs unveiled by Edward Snowden. In one such program, Xkeyscore, low-level NSA analysts are permitted to “mine enormous agency databases by filling in a simple on-screen form giving only a broad justification for the search. The request is not reviewed by a court or any NSA personnel before it is processed.” It is arguably true that the government needs to be able to act in extraordinary ways to protect the country at a time of world terrorism. It is equally true, however, that once such information is available and held by the government, it is likely that it will be abused. Information is easily transferred. If the government collects and holds data on citizens, that data will eventually be misused, whether by the government or others. One case in point is Laura Poitras. In Peter Maass’ must-read cover story in last week’s New York Times Magazine, he tells how since 2006 Poitras has been on government watch lists because of rumors falsely spread about her. While winning awards and producing lauded documentaries, she was repeatedly detained, met with armed guards, and had her computers and notes taken, searched, and held for weeks—because of secret and ultimately false rumors. And all before she got involved with Edward Snowden. Now Poitras—who has helped to bring Snowden’s revelations about the illegal excesses of government surveillance to light in a responsible manner—may never be able to enter the United States again without being harassed and arrested. It is important to balance the need for security against the rights of citizens and the essential American right of free speech and meaningful dissent. But how did it happen that the Attorney General of the United States of America had to write to the President of Russia assuring him that if Snowden were extradited to the U.S. he would not be tortured? As Daniel Ellsberg has pointed out, when he turned himself in after publishing the Pentagon papers, he was freed on bond pending trial. Would the Obama administration’s justice department have treated Snowden that way? There is in the end a fine line separating the surveillance of terrorists and the harassment of citizens. Maass’ article sheds light on the surveillance state through the personal story of one woman. Wherever you come down on the question of national security surveillance, it is an essay that you should read.
Laura Miller reviews Jesse Walker's new short history of American conspiracy theories, For Walker, the conspiracy theory is a kind of national past time, with some conspiracy or another widely discussed within many disparate demographics. Miller delves into why this might be: "As Walker sees it, our brains are predisposed to see patterns in random data and to apply stories to explain them, which is why conspiracy theory can be so contagious. Although conspiracies do exist, we need to be vigilant against our propensity to find them whether they are there or not. The most sensible outlook would appear to be that of Robert Anton Wilson, who concluded that “powerful people” could well be “engaged in criminal plots” but who found it unlikely that “the conspirators were capable of carrying out those plots competently.” Or, I would add, of covering them up effectively."
President Obama gave a speech this week promising to take on university tuition. It is a worthy goal at a time of skyrocketing student debt. But the devil is in the details and here the details include a universal assessment board that will rank how well schools prepare students for employment. The idea is to allow students and parents to know which schools are the best return on their investment and to shame colleges and universities into cutting costs and focusing more on preparing students for gainful employment. There are many questions that could be asked, including whether we are better served spending money to make college more affordable or by actually turning high school—which is already free and mandatory—into a meaningful experience that prepares students for work and citizenship? But philosophical questions aside, does such assessment work? Not according to Colin Macilwain, writing in the Scientific Journal Nature. Discussing “Snowball,” a system designed to assess British Universities, Macilwain writes: “A major problem with metrics is the well-charted tendency for people to distort their own behaviour to optimize whatever is being measured (such as publications in highly cited journals) at the expense of what is not (such as careful teaching). Snowball is supposed to get around that by measuring many different things at once. Yet it cannot quantify the attributes that society values most in a university researcher — originality of thinking and the ability to nurture students. Which is not the same as scoring highly in increasingly ubiquitous student questionnaires.” As assessments become a way of life, it is important to recall their unintended ill-effects.
In an essay about the ways that Iran's regime has used the deaths of "martyrs" to political advantage in the past and how opponents of the regime used that same rhetoric to push the opposite way following the death of Neda Agha-Soltan in 2009, Mehdi Okasi describes his own youthful push back as an American-Iranian visiting Tehran as a teenager: "I ignored my family’s warnings, and carried my copy of The Satanic Verses with me throughout Tehran: to coffee shops, internet cafes, even the park. I held it in my hand as I walked around the city, placed it on tables as I ordered in restaurants, or on the counter at the local bakery where my sweet tooth was placated daily by cream pastries layered with jam and rolled in crushed pistachios. I even made a point of opening it in view of police and soldiers. But to my disappointment, no one paid me any attention. When I visited the many bookstores around Engelob Square, I asked booksellers if they had a copy squirreled away. My question didn’t inspire rage or offense. They didn’t gasp in disbelief or chase me out the store with a broom. Instead, in a rather bored tone, they informed me that the book wasn’t available in Iran. When they learned that I was visiting from America, they added that I could probably find a copy at so-and-so’s bookstore. Like anything else that was forbidden, you only had to know where to look and how to ask for it."
Ta-Nehisi Coates has spent part of the summer learning French in Paris. His continuing education in a foreign tongue, and his decision to pursue that education in a place where that language has spoken, has revealed to him the arrogance of native speakers of English; Coates tells his friends that he wishes more Americans were multilingual and "they can't understand. They tell me English is the international language. Why would an American need to know anything else?" For his own part, Coates seems to have been dissuaded of that particular notion simply by venturing into the world outside of his door; humility and empathy have been his prizes. "You come to this place" he says "and find yourself disarmed. You see that it has its own culture, its own ages and venerable traditions, that the people do not tremble before you. And then you understand that there is not just intelligent life in outer space, but life so graceful that it shames you into silence."
The sixth annual fall conference, "Failing Fast:The Crisis of the Educated Citizen"
Olin Hall, Bard College
Learn more here.