Can Humanity Be Digitized?

10 November 2025 Leave a comment

In the years before AI, when search engines simply scanned the Web, I told my tenth grade lit students that I’d give A’s to students whose analytical essays on a piece revealed something we hadn’t discussed in class and for which they had produced clear textual evidence. My principal suggested I was giving out too few A’s. I pointed out that I didn’t give grades, they were earned. I showed students ways to approach literature and assess the strength of the conclusions at which they arrived. My students earned plenty of A’s, mostly, I think, because they felt really good about what they were writing and how ‘smart’ they felt.

I wonder how an AI system would handle a request for an, as yet, unearth thesis in – say – the Ramayana. Of course, the AI’s ‘class discussion’ must have been very extensive, but under these or any other circumstances, could the bot postulate and support a novel conclusion?

Classical reportage covers who, what, where, when and, to some extent how. The why of things may only be taken from the heard words of someone other than the reporter. The good reporter would not have speculated. Incorporating events external to the reported incident and used as an analysis would also have been opinion, as in this writing.

If AI systems are collecting, and when appropriate, citing existing data, then they’re simply doing research. Citing sources would be good. Citing would provide some basis for authenticating the factual quality of the information. What about the intangibles? On what rubrics can AI systems evaluate the strength or weakness on ranges in the nonphysical realm? How can they scale loosely defined abstractions, such as liberty, respect or love?

My students had the words in the book, the strategies I had shared with them and 16 years or so of gathering data and experiencing feelings. They put it together. Their real intelligence allowed them outstanding insights – insights and the skill at arriving at them that I hope they have carried into life.

Asimov’s writing from half a century ago mocks the self-accolades of AI engineering. STEM was once a theme in the humanities. Now it is trying to generate its own humanity. Will it supplant us along the way? Are we the primitives in this evolutionary leap into Artificial Humanities? And what does that even mean? Can humanity be digitized?

—————————————————————————————————————————

This article suggests that far from supporting creative discovery in its own function, it stifles such thinking in its users’ generative cognition. “How A.I. and Social Media Contribute to ‘Brain Rot,’” New York Times, Nov. 10, 2025 [https://www.nytimes.com/2025/11/06/technology/personaltech/ai-social-media-brain-rot.html]

Filed under Critical thinking, Education Policy, Literary Criticism, Social Commentary Tagged with , , , ,

Literacy for the Information Age

21 September 2025 Leave a comment

The radio has informed me that Minneapolis Schools will be putting, more perhaps, emphasis on the teaching of literacy. In our inundation of marketed information, bromides such as “literacy for the information age” present a puzzle for the close reader or listener. What does it all mean? It sounds good.

First is the matter of the flooded environment. There are so many impressive words, catchy phrases and glib statements – market-speak – around that both the audience of such noise and its producers simply take it as the norm. This is how it should sound, because it is how it sounds. A fairly circular understanding of reality. I like to think of it as ‘surround sound.’ Our verbal reality is that by which we are surrounded in all directions, as if floating inside a beach ball of sound, the walls made of clever but vapid words, phrases and statements. The language of these walls defines our new grammar – the syntax and lexicon of a new spoken and printed reality. And the new language only superficially resembles the old. For example, a word such as “iconic” is now used much like the word “very.” It is simply a hollow intensifier with misty connotations of the classical, classiness and – thanks to Apple Computer’s accurate use of the root word, “icon” – digital1. Do we remember the original meaning of the word “icon?” What does that say about an iconic new idea?

So here we are inside this planet sized ball of clever, if vapid, verbiage. We look out at it, and if we are thinking people, we ask of any one statement, “What does that actually mean?” The reasoning is typically open-ended or circular. Statements from the same source are often just highly polished contradictions. And many statements seem inconsistent with our experienced reality.

We return to the promotion of a new emphasis on teaching literacy, “literacy for the information age.” How can literacy be considered more important now than it has been for the last hundred years, as the speaker for Minneapolis Schools suggests? The phrase sounds good. Is education policy to be based on a skewed, empty catchphrase?

Perhaps electronic text documents actually use a different dialect of English that uses a different syntax and a different lexicon. I have to admit, it often seems as if they do. I had thought it was a case of the producers’ use of social media-speak and thumb-writing; they were just semi-literate. Perhaps, this is the very form of English in which we need to be fluent in order to function well in this “information age.” It is not however; it is simply a corruption of the language.

Literacy is as important as ever in this “disinformation age.” The literate demanding of clarity and precision helps us see through the glittering spin of cleaver words and phrases. Literacy should be, as it always has been, the ability to see what the words, alone and in complex combinations represent, not just how they sound.2 The utterance, “Literacy for the information age,” is a misrepresentation of an essential understanding of any education.

The saddest thing about the idea that reading literacy is especially important in the current environs is that we do so little of it. So many more of the words that are directed at us are spoken, mostly recorded. Spoken language seldom exceeds a middle school level of literacy, even among highly educated people. Reading varied and challenging text is, on the other hand, how we develop not just a broader lexicon. It also increases cognitive strength; it helps build dendrites. When we read broadly, we become smarter.

1      Have you thought about the source of the word digital? Perhaps we should use the term “the binary age” in reference to computing code. Is it because we use our ten digits on a keyboard. We use two thumbs to “text” something.

2      I hasten to make the allowance the sound of language in poetry and even prose. Here is the place for the subtle to be enlightened and enshrined in therich sound of the spoken words, where the words tap emotions as well as deepening lucidity.

Filed under Critical thinking, Education Policy, Literary Criticism, Social Commentary Tagged with , , , , ,

Is it just Zenglish?

19 June 2024 Leave a comment

Over the past decade or two, there has emerged into the popular parlance a slough of word variations which are cute, unnecessary, obscure and often simply wrong. Some of these are amusing; some quite inane. Most appear to arise from a cute twist, escaping a jumbled grasp of the English lexicon, to a fatuous flirtation with the sound of a word, unrelated to its actual meaning.

A word most notable in this regard is probably iconic, the adjective form of the noun icon. The word descends from classical Greek through Latin basically unchanged into English. An icon is an image, either visual or imagined, that represent a person, spirit, or even just an actionable abstraction which when appealed to is inhabited by that person, spirit or concept. The icon itself becomes a proxy of that which it represents and allows the viewer to commune with that which is being viewed. Think of it as something like the image of a face on a video link, not the actual person, but an in-person proxy image. Apple got it right when it introduced icons to their Macintosh computer screen. Touch it with your proxy-finger – clicking the mouse cursor – and it connects you to an interactive program. The word is ‘classy’ as it comes from ancient languages and sounds erudite, and it’s trendy as it emerges from Apple’s magical appeal. So, how can one “experience an iconic river journey”? American news has certainly taken the bait.

The Lakers great Jerry West is dead at 86. He was a literal icon of pro basketball: His silhouette is on the N.B.A. logo.

New York Times, Wednesday, June 12, 2024

The poor man has been reduced to a wooden triptych or perhaps a moss-covered statue? Well, he did play for the Lakers, a team name recognizing Los Angeles, the city of Lakes. Wait – what lakes? Words can deceive.

Language is a living thing. It has grown, merged, shed its tired and ignored parts altogether, and it has added words from without and within. Such contortions of the language, such as the one above, typically arise from generational slang, the secret, rebellious language of youth. In the forties and fifties, we played adolescent games with spelling. Quick became kwik, in a time of expansion and relative wealth when time was precious, speed was valued, and shorthand was the common. Also, this must have seemed cute and clever. In the sixties and seventies, we capture phrases from film, television, and cultural vernaculars, often echoed in the film and television. The culture sets, civil rights, racial poverty, drug use and the Viet Nam War, emerged into public attention, and youth reacted to these social issues, as youth typically do, in their opinions and in their language. The eighties and nineties were the decades of rising consumerism and for youth with expectations for college or facing sidelining to grunt-work. Americans became more deeply class determined based on levels of education and income goals. We began to speak two languages and used them to solidify our identities.

Non-Standard English was left to vibrant “under classes,” and the privileged “educated” rallied around the Standard. Crossing over, the “standards” toyed with the patois of the “non-standards,” somewhat daringly playing with fire. Conversely, the “non-standards” saw the use of Standard English as uncool, even disloyal, as attempts at “passing.” This muddying of social dialects and 19th century standards, as is apparent in this paragraph, is certainly characteristic of the vitality and growing pains of the language, and as English has evolved over the last millennium, our predecessors must have experienced this vitality and these growing pains as well. Words and phrases have been shifted or integrated into our usage well enough, but not always. Some have, thankfully, been expelled. Far out, man!

Here is an example of a slightly famous shift:

         Normality => Normalcy

Normality has, for several centuries, meant a state of normal or typical conditions. President Harding campaigned on the phrase “Return to normalcy.” Normalcy is a term from 19th century mathematics, as in right angles being “right.” Harding intended the word to refer to returning the country to its “normal” situation. A norm being a mathematical average, “normalcy” was perhaps intentional, in a governmental and social if not mathematical sense.

Well, Harding was a teacher briefly. Perhaps he chose the mathematical “normalcy” to seem more academic, or maybe his rather average educational experience left him unclear about the alternatives, and he went for the one that made him sound more electable. This writer has observed that the PBS New Hour has used “normalcy,” while DW News (Deutsche Welle news in English) routinely uses “normality.” Harding’s contribution then has been to American English, among his other contributions. Indeed, dictionaries in the U.K. and U.S.A. attribute normality to the Standard with normalcy to the American alternative. It’s all part of the story of our language.

Here is a challenge for readers: guess for yourselves which of the candidates below will survive the whimsy of the English language speaker. You may need to do a bit of research, but learning from research is many times more lasting than a read over.

  1. How is a scion a reasonable name for an automobile?
  2. What’s the meaningful difference between like and such as?
  3. Where does plus come from, and why should it not be substituted for and or also? (Est-ce plus clair?)
  4. Why would we say, “She was gifted a ring,” and not say, “She was given a ring?” (As a former teacher of nominally “gifted” students, it’s hard not to see this as one of their jokes on the world.)
  5. Why would we say, “The representatives expensed large sums to statute restoration,” and not say, “The representatives allocated large sums to statute restoration?” Or, why would be say, “The businessman expensed grant funds on workers’ safety,” and not say, “The businessman spent grant funds on workers’ safety?” (This is Latinization for the sake of obfuscation, i.e., big words for bullshit.)

One thing can be said for all this: English can be no end of fun

 

Filed under Critical thinking, Foolery, Social Commentary Tagged with ,

Teaching Your Students to Think

21 January 2023 Leave a comment

Dear Teacher,
            You want your students to think for themselves. Try this:

Student actionRequired thinkingExample
Find a question in the world.Engages observation and pattern recognition“Why are so many cooks and bus-people in Minneapolis Latino?”[1]
Consider why it needs an answer?Engages contextualizing[2]“To determine if Minneapolis restaurant hiring practices are discriminatory”
Refine the question.Requires research skills and actions[3]“What is the usual ethnic makeup of Minneapolis restaurant staffs?”
Formalize the question.
(the research question)		Engages observation and pattern recognition. Engages contextualizing and analysis[4]“What are the characteristics of jobs dominantly held by each ethnic group in a variety of Minneapolis Restaurants?”
Answer the “Why ask” question.
(the thesis of the report)		Engages analysis and evaluation[5]“Depending on how one defines discrimination, one may or may not see the ethnic imbalance in Minneapolis restaurant jobs as discriminatory.”
Defining all terms and using the evidence collected, state and explain a “thesis.”Engages composition skillsCarefully and clearly explain the above statement, i.e., write a research report

The examples given in this chart work well with upper class (juniors and seniors) high school students and above, where I have used them, but the process can be adapted to earlier grades. I have used something along these lines with students in what was then junior high school (7 and 8). I can fairly easily imagine it being adapted to younger students, but it would need major reform to be used with students who had only begin using abstract thinking – probably about 8 or 9 years of age. It is the thinking process that is the focus, not the inputs or outputs, which we are usually expected to score as a measure of the students’ learning. Using pre-writing work, we can assess the amount and depth of the thinking, and design activities to strengthen shortcomings.

If one internalizes thoughtful processes in early and frequent use, one may find good thinking becomes automatic. For that reason, it is helpful to begin building students’ thinking-framework early. Thinking may seem threatening to some in a conformist world, but it is necessary, if uncomfortable, to innovation, and that generates forward movement in all fields, as it has in the technical fields. Economic, social, governance, even math and science fields can all benefit from the ideas of those who see, question and postulate change. We must teach the whole person for life in the whole world.

[1] This is by far the hardest part. One must always be observing what is going on around them, noticing and recognizing patterns. In this table, for instance, a pattern is defined by the header row of terms. Look for some more patterns.

[2] Contexts may be wide ranging – economic, ethical, legal, success based, etc.

[3] This will require a range of question situations, in this case restaurants, possibly involving first hand visits, phone calls and letters. Cover different ranges of situations – location, economic, variety – such as cuisine, and other possibly impactful variations. There may be organizations that have already collected some or even all of the information you are seeking. Search the question on the Web.

[4] Keep accurate records of from whom, about what, where, and/or when information was found. These references should be cited in any writing that calls on any of this information. This may be the longest and most complex part of the process. Good research is work. It comes with asking a good research question, and then constantly asking yourself, “am I really getting answers to my research question?”

[5] Analysis is non-judgmental. Evaluation is the comparison of substantiated conclusions with some set of standards. Analysis must be included in a research report, but a value-based conclusion may be included or left clearly open-ended.

Follow-up footnote

It has come to my attention that there is more to the process that I have laid out here. Two areas, in particular, that are not detailed here are process assessment and research journaling have been noted and I would love to discuss them with anyone interested. I realize there are other things to apply here too, action research being but one of them. Action research is a teaching process that parallels this observation-relevance learning process.

I can be emailed at Jay@jaezz.org. For those looking to advance the process, we can talk about how to customize for specific foci. For those who find this process too overwhelming for their students, we can talk about how one might step into the process rather than taking it on whole right out of the box. And I would be more than interested in hearing your ideas to make this more adaptable and richer. My goal is to do something to staunch the bleeding of critical and creative thought from the American educational system.

Filed under Critical thinking, Education Policy, Pedagogy Tagged with , , ,

Here’s what I Meme

12 February 2021 Leave a comment

Memes are poor substitutes for rationale. Take “racist.” I in no way wish to endorse the word, but look how imprecise it is. If one looks on a person of a different race as inferior, is that racist? What if it’s a person of African descent so judging a Native American? What if it’s a Native American so judging an Italian American? One thing remains the same you might agree; it’s an unwarranted and negative assessment. Well, the “inferior” part is generally fairly negative, but inferior in what way? Biologically? In the broad, surviving-life sense? Then of course, the same inferiority would apply to a very old member of the same race, even the same family. Most physical ways of comparing could only apply to an individual, not a race or almost any whole group. Intellectually? Beside being just as limited as physical comparisons, intellect is too slippery to pin down. Just what are we measuring and on what scale and in what units?

Any aspect comparative “value” of a person we try to measure shackles us in two major ways. The first way is that we rarely have a unit of measure, and when we do, we can hardly be sure that such units apply equally to all. Living a long life sounds good, unless it’s spent in a prison, or is otherwise miserable. How could be compare such a life with the short, happy life of a well-loved, active child who dies quickly in an accident? Years are clear measures in time, but not in quality of life. Most often however a “value” has no dimension to measure. At best we only guess that what we are comparing is not “apples to oranges.” The second way we get tangled is that any “value” one might choose to measure is such a small part of the whole of a person. To even successfully evaluate any aspect, is like successfully measuring the durability of one strand of wool fiber in a whole skein of yearn. That’s a real problem.

The worst result of applying memes to someone as a response to a single event, or even a pattern of events is that that person is then painted with the “unwarranted and negative assessment” we agreed was in the meme. Is it no wonder that that person so besmirched might strike back? Then the initial event is unreconciled, the “racist” has probably put up barriers to the “meme-ing” outside influence, and the world is not in a better place. Not much movement there, but maybe a little backward sliding.

So if it does not good, why do people use memes? It probably goes back to the original sentence here: Memes are poor substitutes for rationale. A rationale requires thinking through, connecting dots, ordering points and expressing them articulately. Does stopping and thinking before speaking risks being spoken over? Perhaps. Can one calm down? Can we be fairly sure we’re being accurate and then going on clearly and sensibly? Stopping is probably the best first step, but we can only stop ourselves; others may have no patience with taking time or giving us time to think, to take in the situation and organize our thoughts. Can we just say, stop? Will we lose the moment? Is that so bad? Then if it is, can we come back to it later without the self-defeating pathos of memes?

If we hope to knit a sweater, we can keep throwing out the yarn when we encounter a bad strand. The bad strand is unpleasant, but it can be repositioned, reinforced or just removed. What’s important is the sweater.

Filed under Critical thinking, Racial Issues, Reflections Tagged with

The ‘New Far-Left Fascism’?

4 July 2020 Leave a comment

Let’s see. Go to Wikipedia and look these things up.

Fascism is a form of far-right, authoritarian ultra-nationalism characterized by dictatorial power, forcible suppression of opposition, and strong regimentation of society and of the economy which came to prominence in early 20th-century Europe. The first fascist movements emerged in Italy during World War I, before spreading to other European countries. Opposed to liberalism, Marxism, and anarchism, fascism is placed on the far-right within the traditional left–right spectrum.

Wikipedia

So, under a fascist government, the people are all responsible to the state. Right?

Ed.

Anti-fascism is opposition to fascist ideologies, groups and individuals. The anti-fascist movement began in a few European countries in the 1920s, and eventually spread to other countries around the world.

Wikipedia

It was at its most significant shortly before and during World War II, where the Axis powers were opposed by many countries forming the Allies of World War II and dozens of resistance movements worldwide. Anti-fascism has been an element of movements holding many different political positions, including social democratic, nationalist, liberal, conservative, communist, Marxist, trade unionist, anarchist, socialist, republicanist, pacifist and centrist viewpoints.

Wikipedia · Text under CC-BY-SA license

So, that’s pretty clear; over the last hundred years, anti-fascism has meant opposing anything in the “far-right” fascist camp, making anti-fascism to the left of fascism. Right? Fascism’s as far right as you can go; so anything else is to its left..

Ed.

Socialism is a political, social, and economic philosophy encompassing a range of economic and social systems characterized by social ownership of the means of production and workers’ self-management of enterprise as well as the political theories and movements associated with such systems. Social ownership can be public, collective or cooperative ownership, or citizen ownership of equity. There are many varieties of socialism and there is no single definition encapsulating all of them, with social ownership being the common element shared by its various forms.

Wikipedia

So, socialism is just about how the people are invested in everything, or at least most things. It’s about sharing the wealth of the state (Ouh, the workers owning Amazon?), but not about how the government is run. Right? So, are the people responsible to the state then, or is the state responsible to the people.

Ed.

Liberalism is a political and moral philosophy based on liberty, consent of the governed and equality before the law. Liberals espouse a wide array of views depending on their understanding of these principles, but they generally support free markets, free trade, limited government, individual rights (including civil rights and human rights), capitalism, democracy, secularism, gender equality, racial equality, internationalism, freedom of speech, freedom of the press and freedom of religion.

Wikipedia

So, this sounds a lot like the United States Constitution and the Bill of Rights in the first ten Amendments. But the “limited government, and individual rights” part sounds like 20th Century Republicans, while the “civil rights and human rights” sounds like 21st Century Democrats. It sounds like the government is responsible to the people, but not so much about protecting them from the differences the people see among themselves. Right? Sounds like the Tea Party folks.

Ed.

Left-wing politics supports social equality and egalitarianism, often in opposition to social hierarchy. It typically involves a concern for those in society whom its adherents perceive as disadvantaged relative to others as well as a belief that there are unjustified inequalities that need to be reduced or abolished.

Wikipedia

The political terms Left and Right were coined during the French Revolution (1789–1799), referring to the seating arrangement in the French Estates General. Those who sat on the left generally opposed the monarchy and supported the revolution, including the creation of a republic and secularization, while those on the right were supportive of the traditional institutions of the Old Regime.

Wikipedia · Text under CC-BY-SA license

So, that doesn’t sound so awful, and it seems as if leftists would have the state actively support civil rights and human rights as well as individual rights. Right? And the Constitution says that the exercise of one right may not impinge on the rights of another.

Ed.

Okay so what the hell is the president talking about when he “…Warns Of ‘New Far-Left Fascism’ At Mount Rushmore…?” (NPR) He seems to count on people’s inability to understand what they hear as long as it has a good beat and you can dance to it. (Who remembers Dick Clark?) I can’t believe Trump is as ignorant as he assumes his audience to be.

Meanwhile, back in the good old District (not state) of Columbia (not Capital), is Mopey Barr setting up a Putinesque take over of the presidency, based on the extreme emergency of Covid-19? Perhaps we could have Donald Trump as president for life with extreme emergency powers – our own Führer. What’s that brown stuff on your nose Bill?

Filed under Critical thinking, Politics, Social Commentary Tagged with ,

A Tribute to Dr. King

22 January 2019 Leave a comment

I have just been listening to a couple of African American guests on a talk show. Both, as far as I could tell were perhaps in their 30’s and roughly comparably educated.
The first identified many ways that our U.S. society has been structured to maintain an inequitable and unjust system that uses race as a lever for applying power. He suggested that we must change the culture, and suggested some broad ways this might be done. Our culture – a complex cultural milieu, I would say, as there is no uniform cultural state for all the people – is the ultimate driver of any systemic or institutional change. Changing culture, under the best of circumstances, is a challenge.
The second speaker spoke about the inequities, largely in access to realizing aspirations, and generally economically expressed. Her general message seemed to be that things were worse now than they had been in her past – presumably the 90’s, and that it felt very defeating. Whether she got to what should be done to change things, to stop and perhaps reverse the decline, I don’t know. I was frankly unimpressed by what sounded like a complaint against not having gotten the fortune she deserved from life. This was a seemingly healthy, educated young woman who had recently had a book published, but the closest she came to speaking out for those very oppressed by conditions was her use of the first person plural pronouns.
When I was teaching, roughly half of my students were African American, many from low income or homeless/highly mobile situations. I sought readings by writers whose backgrounds were not unlike my students. I once asked if, in their experience, the students thought things were getting better, worse or staying the same for people of color. I didn’t ask this question again, however. Most of the students said nothing, but a couple took angry exception to having such a conversation.
I didn’t pursuing the topic. It was moving farther from our academic goals, but I wonder now about the reticence. Was I out of bounds for opening this discussion? I enjoy (albeit ashamedly) white male privilege. There are many accidents of birth that burden us with guilt. Or was their reluctance from a sense of pointlessness, bitter resignation to society’s chains? Or was it something else? A fear that it could become an avouchment of the guilt of their “accident of birth?” Was it that, as a representative of the system, I held power, not to be relinquished, and therefore not of any benefit to the African American case, and possibly a harm. Yet I was really, perhaps selfishly seeking affirmation of my observations from outside the situation that things really were, or seemed to be in decline.
Open forums are of course necessary, complex and difficult. But recognizing that a problem exists certainly is a good first step. Better still is envisioning a goal – one that is rewarding, but realistically achievable, generally legitimate and challenging enough to engage thought and energy. Then the problem becomes more clearly definable as what is keeping us from that goal. After that, developing and carrying out a plan to resolve the problem and achieve the goal become the hard work of positive change.
These are ancient algorithms, and on this day after Martin Luther King, Jr. Day 2019, it seems a blind miss not to point to the great leaders of our Civil Rights Movement were by whatever avenue informed on moving against the problems that kept people from that mountain top. It was an historic period of our history as well and a significant and powerful action. Where has it left us though?
Perhaps we should stop worrying about whether things are better or worse; they’re not there yet. Perhaps it’s not so important that life isn’t fair or that the tangibles of injustice spring from the ephemerals of culture. Perhaps having a plan isn’t enough if we haven’t defined and generally agreed to a clear destination. Dr. King moved the plan forward toward a destiny. Yet that plan lost steam when the destination became increasingly unclear, fragmented and divergent. We make our own destinies, but when those are unaligned, we’re on the way to destiny in a bumper car ride.
Right now, it seems like more than anything, we need to get our destiny, which is not just the destiny of Black people but of all people, back to a rewarding, achievable, legitimate, challenging and defined destination. If it holds all of these conditions, its attainment will be so empowering that it could spark the further march to solving some of the even more daunting problems, such as saving the planet. The hardest part will be effectively redefining and agreeing upon our destiny, our mountain top. This will probably require another charismatic leader. When has this not been the case?

Filed under Critical thinking, Racial Issues, Social Commentary Tagged with

When You Make Your Voting Choice, Consider

4 August 2018 Leave a comment

Many folks will be trying to convince you to vote one way or another. Here are some ideas about what to listen and ask for, and how to react to what you hear. Persuasion works from three platforms, each a little lower than the least accessible, and each more accessible, but subject to misleading claims. Supporters and candidates will drop a mass of statements in your lap about truth, proof, evidence and facts in their attempt to persuade you to vote in their favor. Be ready.

  1. Rational arguments require the voter to have a broader knowledge base and be more willing to follow a line of reasoning. “This is how it would work.” (critical thinking)
  2. The voice of authority will ask the voter to rely on history and reputation as a matter of trust. “Have I ever lied to you?” (limited thinking)
  3. And the agitator will play on your baser feelings, especially those that lead to physical response. “FIRE!” (no thinking)

None of them however represents truth, though each has a relationship to facts. So let’s talk about that relationship first.

Facts are by definition real and present. They are not proven by evidence; they are evidence. Facts are accessible to anyone with functioning senses. Glass is hard. Water at room temperature is a liquid. These are not disputable. Right?

Fact → Evidence

Not all evidence is factual however. If a person’s fingerprint is found on a murder weapon (fact) that indicates that that person held the (otherwise determined) murder weapon (evidence), but that does not make indisputable that that person actually committed the murder; it’s not proof.

Evidence ↛ Fact

A proof is an evidentially sustained conclusion. Proofs are reached by logically arranging factual and circumstantial evidence to a conclusion. Such an arrangement is called a “logic,” and when there are different possible logics, leading to different possible conclusions, any one conclusion cannot be considered an indisputable proof. Furthermore, one might reasonably guess that the more pieces of evidence needed to x_Jay's Oakreach a conclusion would suggest more possible arrangements of that evidence with more possible conclusions. And one would be correct. So does a proof lead to a truth?

Truth is a thorny issue. Is telling “the truth, the whole truth, and nothing but the truth” possible? Putting aside Truth, as in the ultimate, divine truth about everything, truth is very simply a belief. If I feel a piece of glass and it feels hard, then I would believe that the hardness of glass is a truth. Of course, if I melt it down and blow it into a vase, I would find that it isn’t always hard. If I mix gelatin into hot water and cool it to room temperature, I might find it is no longer a liquid, but now a colloid. If I can’t count on facts being factual all the time, however will I be able to reach a proof I can accept as truth?

Evidence → Proof

Proof ↛ Truth

Truth is a matter of what I believe it to be. I guess I’ll just have to have faith to get to the truth. Faith is accepting the unprovable as true. My faith and therefore my truth is mine alone.

Belief → Truth

Undertaking actions then, such as voting, based on someone else’s truth is risky. If someone tells you they have the truth, and she or he wants you to accept that truth, you must remember that that “truth” may be believed but it is not provable, whether it’s really true or not. Even when someone tells you what she or he believes, you must still take his or her word for it or not. You can never really know. All evidence of belief and therefore “truth” must be highly circumstantial. The more “evidence,” necessarily circumstantial, that a person provides in support of a truth, the more you need to question that truth. Could such evidence even lead to a reasonable proof? Has that person really accepted that truth himself or herself, or is she or he really just trying to get you to accept it for some other purpose? If more evidence only makes any conclusion more debatable, what effect does more evidence have on the unprovable validity of someone else’s professed belief? How’s your faith in that? Now to the vote.

In choosing who or what to vote for, immediately dismiss any claims involving the word “truth.” Look for factual information that you can see or hear yourself, arranged in a reasonable logic that you can understand, and to a conclusion that weighs well against values and condition you support – Yes, align it with your truth. That’s still not enough.

You have to decide then if the proposition or candidate you “like” can actually get enough support to make that agreeable conclusion a reality. Beside aligning your vote to the most issues of yours that are supported, you must decide if enough of other voters’ issues are supported to have a hope of election. That will require looking more broadly at the whole campaign, all the candidates and issues, and many other societal factors that will impinge on the election.

In a statewide election, issues in one area may not be well supported in other areas. In any election, are their other candidates that support most or the most important of the issues you support? In rank choice voting, you’re asked for your alternative, compromise choices up front. Are there hot topic issues in the public eye that might influence voters? These can often be completely unrelated to the competencies necessary for the role to be played in governing. Such things as ethnicity, race, gender and religion are particularly common “false” factors in voting choices. Is the best outcome

  1. voting for the best candidate,
  2. getting the best alternative candidate elected or
  3. keeping the worst choice from getting elected?

Most of all, avoid the temptation to vote for something or someone because that’s what or whom you were told to vote for. Be wary. If you haven’t been worked up enough to do something constructive, how will it help you to have someone get you all worked up to do something destructive?

And finally, if you want to vote for someone because that candidate is just like you, then write your own name in. You’re probably just as qualified as he or she is.

 

Filed under Critical thinking, Politics, Social Commentary Tagged with ,

Ethical Authority

9 January 2017 Leave a comment

2,500 years ago, Aristotle had it right. There are several ways to make a point and move opinion. At one end of the list is reason. At the other end is passion. And this has been how it has been all this time.

Reason tries to get at the truth, because truth like justice should be the best of all conclusions. To get there, the reasoner puts together all the available facts, the evidence. He then presents these facts that anyone can see for themselves in an order that shows how one fact leads to the next and finally gets us to the truth of the point. However, this process takes time, even a lot of time. We have to sort through all these details to get to a point which, if it’s true, ought to seem right on its own. This is where passion comes in.

Passion tries to get at our feelings, because as good and fair people, our feelings should tell us what’s right and what’s wrong. To get there, the empassioner tries to determine what our strongest feelings are. He then lines up his point with those feelings. That point then looks like what is right because it feels right. However, this process does not show anything about how good the point is; it simply ties the point to our feelings about things. That conclusion we blindly take on faith, and faith is good for what is beyond human knowledge. Most of what we make decisions on however is not beyond our knowledge. So, there needs to be another way.

We need something between the pointy-heads’ information-overload and the snake oil salesmen’s slick talk. There is something. In the middle of the making-a-point list is the voice of authority. When we go to a friend we trust, we are going to a voice of authority. When we go to a butcher or grocer who sells good products, we are going to a voice of authority. When we go to a licensed doctor or pharmacist, we are going to a voice of authority. In each case, we go to these people in good faith, knowing about their history or their credentials, and we accept what they say as right. However, authority is power, and it can be misused to deceive or mislead us. There needs to be some way to tell if a voice of authority is really trustworthy.

There are two keys to deciding if a source of advice, a provider of services or a seller of products is deserving: having a good track record and showing little or no benefit to himself.

If the authority has a proven track record, he is more trust worthy. If we’ve done business with him before and the outcome has been good, that’s a good track record. If he has the regular legal certificate or license, and puts it out where we can see it, that’s a good track record. If he’s been around a long time and not received bad reports in the past, that’s a good track record.

If the authority shows little or no benefit to himself in our decision, he is more trust worthy. If the authority offers to share the sources of his information, that shows little or no benefit to himself. If the authority offers ideas on both sides of a question, that shows little or no benefit to himself. On the other hand, if the voice of authority asks us to join him, that shows some benefit to himself. If the authority tell us what we should do, that shows more benefit to himself.

If the supposed authority talks a lot about why we should believe him, we should doubt him. If the supposed authority talks a lot about us rather than someone or something that is neither us nor himself, he may be trying to play on our feelings. If the supposed authority buries us in an avalanche of details, he may be trying to hide something under all that manure.

The voice of authority should sound calm and clear. If it is not, it may be pulling the wool over our eyes or firing us up to do what he wants. An ethical authority tries to help us figure out for ourselves what’s best, because an ethical authority trusts that we can.

 

Filed under Critical thinking, Politics, Social Commentary Tagged with ,