Posts Tagged ‘knowledge’
“Any fool can know. The point is to understand.”*…
… and, Rachael Scarborough King and Seth Rudy argue, to serve a clear purpose…
Right now, many forms of knowledge production seem to be facing their end. The crisis of the humanities has reached a tipping point of financial and popular disinvestment, while technological advances such as new artificial intelligence programmes may outstrip human ingenuity. As news outlets disappear, extreme political movements question the concept of objectivity and the scientific process. Many of our systems for producing and certifying knowledge have ended or are ending.
We want to offer a new perspective by arguing that it is salutary – or even desirable – for knowledge projects to confront their ends. With humanities scholars, social scientists and natural scientists all forced to defend their work, from accusations of the ‘hoax’ of climate change to assumptions of the ‘uselessness’ of a humanities degree, knowledge producers within and without academia are challenged to articulate why they do what they do and, we suggest, when they might be done. The prospect of an artificially or externally imposed end can help clarify both the purpose and endpoint of our scholarship.
We believe the time has come for scholars across fields to reorient their work around the question of ‘ends’. This need not mean acquiescence to the logics of either economic utilitarianism or partisan fealty that have already proved so damaging to 21st-century institutions. But avoiding the question will not solve the problem. If we want the university to remain a viable space for knowledge production, then scholars across disciplines must be able to identify the goal of their work – in part to advance the Enlightenment project of ‘useful knowledge’ and in part to defend themselves from public and political mischaracterisation.
Our volume The Ends of Knowledge: Outcomes and Endpoints Across the Arts and Sciences (2023) asks how we should understand the ends of knowledge today. What is the relationship between an individual knowledge project – say, an experiment on a fruit fly, a reading of a poem, or the creation of a Large Language Model – and the aim of a discipline or field? In areas ranging from physics to literary studies to activism to climate science, we asked practitioners to consider the ends of their work – its purpose – as well as its end: the point at which it might be complete. The responses showed surprising points of commonality in identifying the ends of knowledge, as well as the value of having the end in sight…
Read on for a provocative case that academics need to think harder about the purpose of their disciplines and a consideration of whether some of those should come to an end: “The Ends of Knowledge,” in @aeonmag.
* Albert Einstein
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As we contemplate conclusions, we might recall that it was on this date in 1869 that the first issue of the journal Nature was published. Taking it’s title from a line of Wordsworth’s (“To the solid ground of nature trusts the Mind that builds for aye”), its aim was to “provide cultivated readers with an accessible forum for reading about advances in scientific knowledge.” It remains a weekly, international, interdisciplinary journal of science, one of the few remaining that publish across a wide array of fields. It is consistently ranked the world’s most cited scientific journal and is ascribed an impact factor of approximately 64.8, making it one of the world’s top academic journals.
“To understand anything, you just need to understand the little bits”*…
Oscar Schwartz begs to differ. Here, excerpts from his provocative critique of TED Talks…
Bill Gates wheels a hefty metal barrel out onto a stage. He carefully places it down and then faces the audience, which sits silent in a darkened theater. “When I was a kid, the disaster we worried about most was a nuclear war,” he begins. Gates is speaking at TED’s flagship conference, held in Vancouver in 2015. He wears a salmon pink sweater, and his hair is combed down over his forehead, Caesar-style. “That’s why we had a barrel like this down in our basement, filled with cans of food and water,” he says. “When the nuclear attack came, we were supposed to go downstairs, hunker down, and eat out of that barrel.”
Now that he is an adult, Gates continues, it is no longer nuclear apocalypse that scares him, but pestilence. A year ago, Ebola killed over ten thousand people in West Africa. If the virus had been airborne or spread to a large city center, things would have been far worse. It might’ve snowballed into a pandemic and killed tens of millions of people. Gates tells the TED attendees that humanity is not ready for this scenario — that a pandemic would trigger a global catastrophe at an unimaginable scale. We have no basement to retreat to and no metal barrel filled with supplies to rely on.
But, Gates adds, the future might turn out okay. He has an idea. Back when he was a kid, the U.S. military had sufficient funding to mobilize for war at any minute. Gates says that we must prepare for a pandemic with the same fearful intensity. We need to build a medical reserve corps. We need to play germ games like generals play war games. We need to make alliances with other virus-fighting nations. We need to build an arsenal of biomedical weapons to attack any non-human entity that might attack our bodies. “If we start now, we can be ready for the next epidemic,” Gates concludes, to a round of applause.
Of course, Gates’s popular and well-shared TED talk — viewed millions of times — didn’t alter the course of history. Neither did any of the other “ideas worth spreading” (the organization’s tagline) presented at the TED conference that year — including Monica Lewinsky’s massively viral speech about how to stop online bullying through compassion and empathy, or a Google engineer’s talk about how driverless cars would make roads smarter and safer in the near future. In fact, seven years after TED 2015, it feels like we are living in a reality that is the exact opposite of the future envisioned that year. A president took office in part because of his talent for online bullying. Driverless cars are nowhere near as widespread as predicted, and those that do share our roads keep crashing. Covid has killed five million people and counting.
At the start of the pandemic, I noticed people sharing Gates’s 2015 talk. The general sentiment was one of remorse and lamentation: the tech-prophet had predicted the future for us! If only we had heeded his warning! I wasn’t so sure. It seems to me that Gates’s prediction and proposed solution are at least part of what landed us here. I don’t mean to suggest that Gates’s TED talk is somehow directly responsible for the lack of global preparedness for Covid. But it embodies a certain story about “the future” that TED talks have been telling for the past two decades — one that has contributed to our unending present crisis.
The story goes like this: there are problems in the world that make the future a scary prospect. Fortunately, though, there are solutions to each of these problems, and the solutions have been formulated by extremely smart, tech-adjacent people. For their ideas to become realities, they merely need to be articulated and spread as widely as possible. And the best way to spread ideas is through stories — hence Gates’s opening anecdote about the barrel. In other words, in the TED episteme, the function of a story isn’t to transform via metaphor or indirection, but to actually manifest a new world. Stories about the future create the future. Or as Chris Anderson, TED’s longtime curator, puts it, “We live in an era where the best way to make a dent on the world… may be simply to stand up and say something.” And yet, TED’s archive is a graveyard of ideas. It is a seemingly endless index of stories about the future — the future of science, the future of the environment, the future of work, the future of love and sex, the future of what it means to be human — that never materialized. By this measure alone, TED, and its attendant ways of thinking, should have been abandoned…
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… TED talks began to take on a distinct rhetorical style, later laid out in Anderson’s book TED Talks: The Official TED Guide to Public Speaking. In it, Anderson insists anyone is capable of giving a TED-esque talk. You just need an interesting topic and then you need to attach that topic to an inspirational story. Robots are interesting. Using them to eat trash in Nairobi is inspiring. Put the two together, and you have a TED talk.
I like to call this fusion “the inspiresting.” Stylistically, the inspiresting is earnest and contrived. It is smart but not quite intellectual, personal but not sincere, jokey but not funny. It is an aesthetic of populist elitism. Politically, the inspiresting performs a certain kind of progressivism, as it is concerned with making the world a better place, however vaguely…
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Perhaps the most incisive critique came, ironically, at a 2013 TEDx conference. In “What’s Wrong with TED Talks?” media theorist Benjamin Bratton told a story about a friend of his, an astrophysicist, who gave a complex presentation on his research before a donor, hoping to secure funding. When he was finished, the donor decided to pass on the project. “I’m just not inspired,” he told the astrophysicist. “You should be more like Malcolm Gladwell.” Bratton was outraged. He felt that the rhetorical style TED helped popularize was “middlebrow megachurch infotainment,” and had begun to directly influence the type of intellectual work that could be undertaken. If the research wasn’t entertaining or moving, it was seen as somehow less valuable. TED’s influence on intellectual culture was “taking something with value and substance and coring it out so that it can be swallowed without chewing,” Bratton said. “This is not the solution to our most frightening problems — rather, this is one of our most frightening problems.” (Online, his talk proved to be one of many ideas worth spreading. “This is by far the most interesting and challenging thing I’ve heard on TED,” one commenter posted. “Very glad to come across it!”)…
Some thoughts on the “inspiresting”: “What Was the TED Talk?” from @scarschwartz in @thedrift_mag.
* Chris Anderson, proprietor and curator of TED
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As we unchain our curiosity, we might send ruthless curious (and immensely entertaining) birthday greetings to Martin Gardner; he was born on this date in 1914. Though not an academic, nor ever a formal student of math or science, he wrote widely and prolifically on both subjects in such popular books as The Ambidextrous Universe and The Relativity Explosion and as the “Mathematical Games” columnist for Scientific American. Indeed, his elegant– and understandable– puzzles delighted professional and amateur readers alike, and helped inspire a generation of young mathematicians.
Gardner’s interests were wide; in addition to the math and science that were his power alley, he studied and wrote on topics that included magic, philosophy, religion, and literature (c.f., especially his work on Lewis Carroll– including the delightful Annotated Alice— and on G.K. Chesterton). And he was a fierce debunker of pseudoscience: a founding member of CSICOP, and contributor of a monthly column (“Notes of a Fringe Watcher,” from 1983 to 2002) in Skeptical Inquirer, that organization’s monthly magazine.
Gardner died in 2010, having never given a TED Talk.
“Life is a Zen koan, that is, an unsolvable riddle. But the contemplation of that riddle – even though it cannot be solved – is, in itself, transformative.”*…
How hard is it to prove that problems are hard to solve? Meta-complexity theorists have been asking questions like this for decades. And as Ben Brubaker explains, a string of recent results has started to deliver answers…
… Even seasoned researchers find understanding in short supply when they confront the central open question in theoretical computer science, known as the P versus NP problem. In essence, that question asks whether many computational problems long considered extremely difficult can actually be solved easily (via a secret shortcut we haven’t discovered yet), or whether, as most researchers suspect, they truly are hard. At stake is nothing less than the nature of what’s knowable.
Despite decades of effort by researchers in the field of computational complexity theory — the study of such questions about the intrinsic difficulty of different problems — a resolution to the P versus NP question has remained elusive. And it’s not even clear where a would-be proof should start.
“There’s no road map,” said Michael Sipser, a veteran complexity theorist at the Massachusetts Institute of Technology who spent years grappling with the problem in the 1980s. “It’s like you’re going into the wilderness.”
It seems that proving that computational problems are hard to solve is itself a hard task. But why is it so hard? And just how hard is it? Carmosino and other researchers in the subfield of meta-complexity reformulate questions like this as computational problems, propelling the field forward by turning the lens of complexity theory back on itself.
“You might think, ‘OK, that’s kind of cool. Maybe the complexity theorists have gone crazy,’” said Rahul Ilango, a graduate student at MIT who has produced some of the most exciting recent results in the field.
By studying these inward-looking questions, researchers have learned that the hardness of proving computational hardness is intimately tied to fundamental questions that may at first seem unrelated. How hard is it to spot hidden patterns in apparently random data? And if truly hard problems do exist, how often are they hard?
“It’s become clear that meta-complexity is close to the heart of things,” said Scott Aaronson, a complexity theorist at the University of Texas, Austin.
This is the story of the long and winding trail that led researchers from the P versus NP problem to meta-complexity. It hasn’t been an easy journey — the path is littered with false turns and roadblocks, and it loops back on itself again and again. Yet for meta-complexity researchers, that journey into an uncharted landscape is its own reward. Start asking seemingly simple questions, said Valentine Kabanets, a complexity theorist at Simon Fraser University in Canada, and “you have no idea where you’re going to go.”…
Complexity theorists are confronting their most puzzling problem yet– complexity theory itself: “Complexity Theory’s 50-Year Journey to the Limits of Knowledge,” from @benbenbrubaker in @QuantaMagazine.
* Tom Robbins
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As we limn limits, we might send thoroughly cooked birthday greetings to Denis Papin; he was born on this date in 1647. A mathematician and physicist who worked with Christiaan Huygens and Gottfried Leibniz, Papin is better remembered as the inventor of the steam digester, the forerunner of the pressure cooker and of the steam engine.
“The mainstream narrative that we are living through an era of exponential, near-infinite knowledge accumulation no longer fits a society in which we lose our collective record of ourselves day in and day out”*…
Political and government bans and censorship, publishers attacking digital access/ lending— there’s a growing struggle underway (in the U.S. and abroad) that will define how humanity’s collective digital memory is owned, shared, and preserved — or lost forever. Nanna Bonde Thylstrup on why we must care…
… The fact that crucial decisions about whether to keep or destroy data are kept in the hands of actors with profit motives, autocratic aspirations or other self-serving ends has a huge implication not only for individuals but also for the culture at large.
Many instances of data loss have ramifications for cultural production, the writing of history and, ultimately, the practice of democracy…
Alongside the need to maintain public trust in democratic institutions, we must consider how we ought to preserve our collective cultural memory. Institutions like museums, libraries and archives must play a more proactive role while creating stronger institutional safeguards — including rules mandating secure transport of public sector data and professional management of archives, in addition to requirements for public accessibility — on their own conduct. These organizations, whether they are upstart archival initiatives or established public institutions, require stable financial and institutional support to flourish…
The history of knowledge is not one of simple progress or accumulation. Knowledge production in the digital era, like the creation and storage of knowledge across the centuries, is unfolding as a continual oscillation between gains and losses.
Data loss on a small scale — missing phone contacts, digital files lost to a glitch — is the occupational hazard of existing in a digitally reliant world. But data erasure at scale is always political. Responses to erasure and loss must exceed technical fixes and knee-jerk reactions; instead, governments and organizations must constantly reassess the ethical and regulatory frameworks that govern our relationship with data. The mainstream narrative that we are living through an era of exponential, near-infinite knowledge accumulation no longer fits a society in which we lose our collective record of ourselves day in and day out…
Eminently worth reading in full: “The World’s Digital Memory Is at Risk” (gift link)
Pair with the Internet Archive‘s Brewster Kahle‘s “Our Digital History Is at Risk” and Richard Ovenden‘s important (and engrossing) Burning the Books.
* Nanna Bonde Thylstrup
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As we prioritize preservation and open access, we might recall that it was on this date in 1978 that the Rainbow Flag was flown for the first time during the San Francisco Gay Freedom Day Parade. Created by Gilbert Baker, it has become a sign of LGBTQ pride worldwide.
“There is only one good, knowledge, and one evil, ignorance”*…
If only it were that simple. Trevor Klee unpacks the travails of Galileo to illustrate the way that abstractions become practical “knowledge”…
… We’re all generally looking for the newest study, or the most up-to-date review. At the very least, we certainly aren’t looking through ancient texts for scientific truths.
This might seem obvious to you. Of course you’d never look at an old paper. That old paper was probably done with worse instruments and worse methods. Just because something’s old or was written by someone whose name you recognize doesn’t mean that it’s truthful.
But why is it obvious to you? Because you live in a world that philosophy built. The standards for truth that you imbibed as a child are not natural standards of truth. If you had been an educated person in 1200s Europe, your standard for truth would have been what has stood the test of time. You would have lived among the ruins of Rome and studied the anatomy texts of the Greek, known that your society could produce neither of those, and concluded that they knew something that your society could not. Your best hope would then be to simply copy them as best as possible.
This was less true by the time Galileo was alive. This is why an educated man like Galileo would have entertained the idea that he knew better than the ancient Greeks, and why his ideas found some purchase among his fellow academicians (including the then Pope, actually). But still, there was a prominent train of thought that promoted the idea that a citation from Aristotle was worth more than a direct observation from a telescope.
But you live in a different world now. You live in a world in which the science of tomorrow is better than the science of today, and our societal capabilities advance every year. We can build everything the ancients did and stuff they never even imagined possible. So you respect tradition less, and respect what is actually measured most accurately in the physical world more.
Today, this battle over truth is so far in the past that we don’t even know it was ever a battle. The closest we come to this line of reasoning is when new age medicine appeals to “ancient wisdom”, but even they feel compelled to quote studies. Even more modern battles are mostly settled, like the importance of randomized, double-blinded controlled studies over non-randomized, non-controlled studies.
The reason we mark battles is not just for fun or historical curiosity. It’s to remind us that what we take for granted was actually fought for by generations before us. And, it’s to make sure that we know the importance of teaching these lessons so thoroughly that future generations take them for granted as well. A world in which nobody would dream of established theory overturning actual empirical evidence is a better world than the one that Galileo lived in…
On the importance of understanding the roots of our understanding: “You live in a world that philosophy built,” from @trevor_klee via @ByrneHobart.
Apposite (in an amusing way): “Going Against The Grain Weevils,” on Aristotle’s Generation of Animals and household pests.
* Socrates, from Diogenes Laertius, Lives and Opinions of Eminent Philosophers (probably early third century BCE)
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As we examine epistemology, we might send elegantly phrased and eclectic birthday greetings to Persian polymath Omar Khayyam; the philosopher, mathematician, astronomer, epigrammatist, and poet was born on this date in 1048. While he’s probably best known to English-speakers as a poet, via Edward FitzGerald’s famous translation of (what he called) the Rubaiyat of Omar Khayyam, Fitzgerald’s attribution of the book’s poetry to Omar (as opposed to the aphorisms and other quotes in the volume) is now questionable to many scholars (who believe those verses to be by several different Persian authors).
In any case, Omar was unquestionably one of the major philosophers, mathematicians and astronomers of the medieval period. He is the author of one of the most important treatises on algebra written before modern times, the Treatise on Demonstration of Problems of Algebra, which includes a geometric method for solving cubic equations by intersecting a hyperbola with a circle. His astronomical observations contributed to the reform of the Persian calendar. And he made important contributions to mechanics, geography, mineralogy, music, climatology and Islamic theology.
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