Τρίτη 30 Οκτωβρίου 2007

http://www.nytimes.com/2007/10/28/weekinreview/28johnson.html

October 28, 2007

Ideas & Trends
Bright Scientists, Dim Notions
By GEORGE JOHNSON

AT a conference in Cambridge, Mass., in 1988 called "How the Brain Works," Francis Crick suggested that neuroscientific understanding would move further along if only he and his colleagues were allowed to experiment on prisoners. You couldn't tell if he was kidding, and Crick being Crick, he probably didn't care. Emboldened by a Nobel Prize in 1962 for helping uncoil the secret of life, Dr. Crick, who died in 2004, wasn't shy about offering bold opinions - including speculations that life might have been seeded on Earth as part of an experiment by aliens.

The notion, called directed panspermia, had something of an intellectual pedigree. But when James Watson, the other strand of the double helix, went off the deep end two Sundays ago in The Times of London, implying that black Africans are less intelligent than whites, he hadn't a scientific leg to stand on.

Since the publication in 1968 of his opinionated memoir, "The Double Helix," Dr. Watson, 79, has been known for his provocative statements (please see "Stupidity Should be Cured, Says DNA Discoverer," New Scientist, Feb. 28, 2003), but this time he apologized. Last week, uncharacteristically subdued, he announced his retirement as chancellor and member of the board of Cold Spring Harbor Laboratory on Long Island, where he had presided during much of the genetic revolution.

Though the pronouncements are rarely so jarring, there is a long tradition of great scientists letting down their guard. Actors, politicians and rock stars routinely make ill-considered comments. But when someone like Dr. Watson goes over the top, colleagues fear that the public may misconstrue the pronouncements as carrying science's stamp of approval.

Kary Mullis, after grabbing a piece of the 1993 Nobel Prize in Chemistry, dove head first off the platform, expounding on the virtues of LSD and astrology and expressing his doubts about global warming, the ozone hole, and H.I.V. as the cause of AIDS. On the latter point he was following the lead of Peter Duesberg, a molecular and cell biologist at the University of California, Berkeley, and member of the National Academy of Sciences, who still insists that AIDS is caused by recreational drug use and even by one of the pharmaceuticals used for treatment.

Iconoclasts at heart, the best scientists are faced with an occupational hazard: having left their mark on one small patch of ground, they are tempted to stir up trouble elsewhere.

"With my own advancing years, I'm mindful of the three different ways scientists can grow old," Martin Rees, the Astronomer Royal of the United Kingdom and president of the Royal Society, wrote in an e-mail message. The first two choices are either to become an administrator or to content yourself with doing science that will probably be mediocre. ("In contrast to composers," Dr. Rees observed, "there are few scientists whose last works are their greatest.") The third choice is to strike off half-cocked into unfamiliar territory - and quickly get in over your head. "All too many examples of this!" he lamented.

Creationists still gleefully pounce on a quote from the Cambridge University astrophysicist Fred Hoyle, who late in his career compared the likelihood of a living cell arising through evolution to "a tornado sweeping through a junkyard" and assembling a Boeing 747. This caricature of the evolutionary process led to the coinage of the term Hoyle's Fallacy. Dr. Hoyle also promoted the notion that epidemics are caused by viruses hitchhiking on the tails of comets.

Sometimes the wandering from one's home turf extends all the way to the paranormal. In 2001, when officials of the Royal Mail, the British postal service, issued a package of stamps commemorating the centenary of the Nobel Prize, they sought the counsel of Brian Josephson, who shared the prize for physics in 1973 for his superconductivity research. Physicists across Britain recoiled when an official pamphlet accompanying the stamps predicted that quantum mechanics might lead to an understanding of mental telepathy.

"Perhaps we should have checked that," a spokeswoman for the Royal Mail told Nature at the time. "But if he has won a Nobel Prize for his work, that should give him some credibility."

With science treading right to the bleeding edge of the knowable, maybe the Royal Mail can be forgiven for mistaking pseudoscience for the real thing. In an article in The Observer of London, David Deutsch, a quantum theorist at Oxford University, dismissed Dr. Josephson's speculations as "utter rubbish." Dr. Deutsch is known for proposing the existence of a multiplicity of parallel universes.
There is a difference of course between bold speculations and Dr. Watson's reckless remarks. In announcing his retirement, in an oddly oblique e-mailed dispatch, he expressed hope that the latest biological research, at Cold Spring Harbor and elsewhere, would lead to treatments for mental illness and cancer. Invoking his "Scots-Irish Appalachian heritage" and a faith in reason and social justice passed on by his parents, he sounded sad and confused, as though this time he had succeeded in dumbfounding even himself.
Συνέχεια στήν υπόθεση Watson


James D. Watson: Broken By The PC Inquisition, Betrayed By The Righteous Right

By Steve Sailer

James D. Watson, perhaps the most distinguished living American scientist, has now been kicked to the curb by the Cold Spring Harbor genetics laboratory he rescued and rebuilt over the last 40 years for making politically (but not scientifically) incorrect statements about African IQs.

Watson's crimethink was to say he was

"'inherently gloomy about the prospect of Africa' because 'all our social policies are based on the fact that their intelligence is the same as ours—whereas all the testing says not really.' " [The elementary DNA of Dr Watson, By Charlotte Hunt-Grubbe, TimesOnLine. October 14, 2007]

A few lessons from this shameful affair:

bullet We live in an age that worships conformity and fears and loathes independent thinkers.

As we can see by the enormous number of journalists and bloggers who couldn't wait to put the boot in when the great man was down, and by the negligible number who came forward to defend the co-discoverer of the structure of DNA, the chattering classes of the 21st Century are composed, by and large, of bullies and/or cowards.

Why did so many so enthusiastically sign up as auxiliaries of the Thought Police?

Because it's fun.

The psychology of those who rushed to attack Watson was memorably outlined in Orwell's 1984, when the interrogator O'Brien explains to his prisoner Winston Smith the exciting future envisaged by the Party:

"Always, at every moment, there will be the thrill of victory, the sensation of trampling on an enemy who is helpless. If you want a picture of the future, imagine a boot stamping on a human face—for ever. …The heretic, the enemy of society, will always be there, so that he can be defeated and humiliated over again. … The more the Party is powerful, the less it will be tolerant: the weaker the opposition, the tighter the despotism. Goldstein and his heresies will live for ever. … Always we shall have the heretic here at our mercy, screaming with pain, broken up, contemptible—and in the end utterly penitent, saved from himself, crawling to our feet of his own accord."

bullet Watson's putative defenders betrayed him.

Out of the vast pile of ephemera published on, say, National Review Online during the week and a half that this disgraceful brouhaha has been going on, Google shows Watson's plight being mentioned once, by John Derbyshire—and not at all by anybody else.

The level of intellectual integrity on the Right—let alone courage—is catastrophically lower today than just 13 years ago, when the John O'Sullivan-edited National Review responded to the publication of The Bell Curve by devoting most of its December 5, 1994 issue to an impressive symposium on race and IQ.

In it, Richard Herrnstein and Charles Murray's bestseller was attacked by some, but also stoutly defended by Michael Barone, Michael Novak, James Q. Wilson, Dan Seligman, Arthur Jensen, and Ernest Van den Haag.

Where have you gone, Michael Barone? (Or John O’Sullivan, for that matter.)

Another example: As of October 27, a search revealed that not one of the myriad columnists and bloggers at TownHall.com had even mentioned the Watson scandal.

As I noted at the time of the Trent Lott Lynching, a “Righteous Right” has emerged, especially in Washington, which has in effect internalized the left’s hysterical race denial. The betrayal of Watson is further evidence of the profound cost of this development to American public discourse.

bullet Never apologize for a "gaffe" (i..e., the telling of an unpopular truth).

When you beg forgiveness, the hate-filled jackals just smell your fear and weakness. It excites them, so they pile on. Further, the watching crowd can't tell who's right, so they respect whoever seems the master of the situation at the moment.

In his October 19 response in the U.K. Independent, "To question genetic intelligence is not racism," Watson seemingly tried to be subtle, arguing that there was a difference between inferiority and diversity, then pointing out the Darwinian implausibility that everyone could have evolved to be identical.

Well, swell. But the politically correct don't engage in rational argument. They just hound and bludgeon. So you have to stand your ground.

There is so much agitprop in the media about IQ and race that only aggressive, confident responses can cut through the lies. For example, Watson could have hit back like this:

Q. Is there really such a thing as "intelligence" and can IQ tests measure it?

A. Don't be ignorant. The U.S. military has spent a fortune from WWII onward giving an IQ test to everyone who tries to enlist. The Armed Services have turned away millions of would-be volunteers and draftees because their IQs were too low. How come? Because the Pentagon has done numerous studies showing that on average higher IQ people outperform lower IQ people.

Thus the PC Inquisition has several times tried to destroy the careers of Pat Buchanan and Ann Coulter. But Pat and Ann simply won't let them.

In contrast, as soon as Larry Summers, president of Harvard, started apologizing for telling the truth and offering $50 million in other people's money as payoffs to the Sensitivity Stasi, he was doomed.

As I noted last week, in the epilogue of his new memoir, Avoid Boring People: Lessons from a Life in Science, Watson makes clear his contempt for Summers’ cowardice. Not the least of this tragedy is that, when it came to the point, his own nerve broke too.

bullet Go on the offensive against your critics.

They’re vulnerable. Thus perhaps the most widely quoted smear-artist attacking James Watson has been Steven Rose. Rose is a professor emeritus of neurobiology at the Open University, a sort of British 1960s lefty version of the University of Phoenix. Rose is a Marxist and the co-founder of the boycott Israel movement among British academics.

He was also the co-author, with Leon Kamin and Richard Lewontin, of the 1984 manifesto with the amusingly unprophetic title Not In Our Genes. (Here's Richard Dawkins' scathing review—which led to Rose threatening to sue Dawkins for libel!)

During the attack on Watson, Rose wrote in The Guardian:

"As for freedom of speech, these freedoms are and must be constrained. We don't have the right to casually cry fire in a crowded theatre, or to use hate speech—at least in Europe, as opposed to the US. Watson's now retracted [sic] remarks came into these unacceptable categories. So the repercussions are to be welcomed." [Watson's bad science, October 21, 2007]

Not surprisingly, Steven Rose has been accused of practicing what he preaches: having the government silence scientists whose ideas he dislikes.

According to social scientist Volkmar Weiss, a dissident under the East German Communist dictatorship, Rose ratted him out to the East Berlin regime, setting in motion the crushing in East Germany of IQ research and human behavioral genetics.

Weiss explains this in a 1983 essay entitled The Suppression of Human Behavioral Genetics by the Radical Left—unpublished, for obvious reasons, until 1991. He wrote:

"In 1980, the manuscript of the monograph Psychogenetik (Weiss 1982a) was complete. Now some fierce dogmatists were discovering that a cuckoo’s egg had been laid in the nest of socialism. One example: S. Rose asked his East German colleague, the professor of neurochemistry D. Biesold at the Karl-Marx-University of Leipzig (personal communication by Biesold), whether there was no means of stopping further publications by Weiss, because such publications printed in a socialist country were particularly disadvantageous to the propaganda of the Radical Left in the Western world. …”

Rose’s wish appears to have been the East German Communists’ command:

"[A]t the end of the year 1982 [Walter] Friedrich [director of the Central Institute of Youth Research in Leipzig] sought and obtained the backing of high-ranking officials of the Communist Party and all further research in psychogenetics in East Germany came to an end."

Weiss goes on to describe the aftermath he endured, which would be familiar to anyone who saw the tremendous 2006 film about life in East Germany under the thumb of the secret police, The Lives of Others:

“… the cited author was under the threat of arrest and had already lost all possibility of doing further empirical work of defending his field of research. After 1984, Weiss was forced to work in a quite different field … What follows is the usual story of life and resistance under totalitarian conditions. In order to be published abroad, any new theoretical contributions had to be smuggled out of the GDR."

I asked Weiss about the incident. He replied:

"What I have written and published is completely true.

"However, in 1993 a journalist of a leading English daily (which I do not remember) visited me in Leipzig and tried to confirm my publication by independent sources. At this time [Dietmar] Biesold had already died, his widow did not know anything. Biesold, who had done research together with Rose, had told me about Rose under four eyes [in secret], and there was no witness. Evaluating this, the English daily, afraid to be sued for libeling by Rose, did not publish anything.

"After my publication, Rose had published in the Frankfurter Allgemeine Zeitung a note in which he declared that he never was involved in activities against East German scientists. My name and my publication was not explicitly mentioned, and I had never personal contact with Rose. He tried never to be active in any direct way against me and never mentioned or cited me.”

Rose is notoriously litigious (recently threatening to sue for libel the author of a comic book). But the US, no doubt to Rose's displeasure, still has a First Amendment. If Rose wants to dispute the Weiss's account, he is free to write us a letter.

But the bottom line is the same: Watson has been suppressed by brute political force. The Righteous Right ran away.

As after the very similar case of Italy after Galileo, the consequences for science in the Anglosphere could be a new Dark Age.

[Steve Sailer (email him) is founder of the Human Biodiversity Institute and movie critic for The American Conservative. His website www.iSteve.blogspot.com features his daily blog.]

IAP STATEMENT ON THE TEACHING OF EVOLUTION

We, the undersigned Academies of Sciences, have learned that in various parts of the world,
within science courses taught in certain public systems of education, scientific evidence, data,
and testable theories about the origins and evolution of life on Earth are being concealed,
denied, or confused with theories not testable by science. We urge decision makers, teachers, and
parents to educate all children about the methods and discoveries of science and to foster an
understanding of the science of nature. Knowledge of the natural world in which they live
empowers people to meet human needs and protect the planet.
We agree that the following evidence-based facts about the origins and evolution of the Earth and
of life on this planet have been established by numerous observations and independently derived
experimental results from a multitude of scientific disciplines. Even if there are still many open
questions about the precise details of evolutionary change, scientific evidence has never
contradicted these results:
1. In a universe that has evolved towards its present configuration for some 11 to 15 billion
years, our Earth formed approximately 4.5 billion years ago.
2. Since its formation, the Earth – its geology and its environments – has changed under the
effect of numerous physical and chemical forces and continues to do so.
3. Life appeared on Earth at least 2.5 billion years ago. The evolution, soon after, of
photosynthetic organisms enabled, from at least 2 billion years ago, the slow transformation
of the atmosphere to one containing substantial quantities of oxygen. In addition to the
release of the oxygen that we breathe, the process of photosynthesis is the ultimate source of
fixed energy and food upon which human life on the planet depends.
4. Since its first appearance on Earth, life has taken many forms, all of which continue to evolve,
in ways which palaeontology and the modern biological and biochemical sciences are
describing and independently confirming with increasing precision. Commonalities in the
structure of the genetic code of all organisms living today, including humans, clearly indicate
their common primordial origin.
We also subscribe to the following statement regarding the nature of science in relation to the
teaching of evolution and, more generally, of any field of scientific knowledge :
Scientific knowledge derives from a mode of inquiry into the nature of the universe that has been
successful and of great consequence. Science focuses on (i) observing the natural world and
(ii)􀀀formulating testable and refutable hypotheses to derive deeper explanations for observable
phenomena. When evidence is sufficiently compelling, scientific theories are developed that
account for and explain that evidence, and predict the likely structure or process of still
unobserved phenomena.
Human understanding of value and purpose are outside of natural science’s scope. However, a
number of components – scientific, social, philosophical, religious, cultural and political –
contribute to it. These different fields owe each other mutual consideration, while being fully
aware of their own areas of action and their limitations.
While acknowledging current limitations, science is open ended, and subject to correction and
expansion as new theoretical and empirical understanding emerges.

1. Albanian Academy of Sciences
2. National Academy of Exact, Physical and
Natural Sciences, Argentina
3. Australian Academy of Science
4. Austrian Academy of Sciences
5. Bangladesh Academy of Sciences
6. The Royal Academies for Science and the Arts
of Belgium
7. Academy of Sciences and Arts of Bosnia and
Herzegovina
8. Brazilian Academy of Sciences
9. Bulgarian Academy of Sciences
10. RSC: The Academies of Arts, Humanities and
Sciences of Canada
11. Academia Chilena de Ciencias
12. Chinese Academy of Sciences
13. Academia Sinica, China, Taiwan
14. Colombian Academy of Exact, Physical and
Natural Sciences
15. Croatian Academy of Arts and Sciences
16. Cuban Academy of Sciences
17. Academy of Sciences of the Czech Republic
18. Royal Danish Academy of Sciences and Letters
19. Academy of Scientific Research and Technology,
Egypt
20. Académie des Sciences, France
21. Union of German Academies of Sciences and
Humanities
22. The Academy of Athens, Greece
23. Hungarian Academy of Sciences
24. Indian National Science Academy
25. Indonesian Academy of Sciences
26. Academy of Sciences of the Islamic Republic of
Iran
27. Royal Irish Academy
28. Israel Academy of Sciences and Humanities
29. Accademia Nazionale dei Lincei, Italy
30. Science Council of Japan
31. Kenya National Academy of Sciences
32. National Academy of Sciences of the Kyrgyz
Republic
33. Latvian Academy of Sciences
34. Lithuanian Academy of Sciences
35. Macedonian Academy of Sciences and Arts
36. Academia Mexicana de Ciencias
37. Mongolian Academy of Sciences
38. Academy of the Kingdom of Morocco
39. The Royal Netherlands Academy of Arts and
Sciences
40. Academy Council of the Royal Society of New
Zealand
41. Nigerian Academy of Sciences
42. Pakistan Academy of Sciences
43. Palestine Academy for Science and Technology
44. Academia Nacional de Ciencias del Peru
45. National Academy of Science and Technology,
The Philippines
46. Polish Academy of Sciences
47. Académie des Sciences et Techniques du
Sénégal
48. Serbian Academy of Sciences and Arts
49. Singapore National Academy of Sciences
50. Slovak Academy of Sciences
51. Slovenian Academy of Sciences and Arts
52. Academy of Science of South Africa
53. Royal Academy of Exact, Physical and Natural
Sciences of Spain
54. National Academy of Sciences, Sri Lanka
55. Royal Swedish Academy of Sciences
56. Council of the Swiss Scientific Academies
57. Academy of Sciences, Republic of Tajikistan
58. The Caribbean Academy of Sciences
59. Turkish Academy of Sciences
60. The Uganda National Academy of Sciences
61. The Royal Society, UK
62. US National Academy of Sciences
63. Uzbekistan Academy of Sciences
64. Academia de Ciencias Físicas, Matemáticas y
Naturales de Venezuela
65. Zimbabwe Academy of Sciences
66. African Academy of Sciences
67. The Academy of Sciences for the Developing
World (TWAS)
68. The Executive Board of the International
Council for Science (ICSU)
Science Education, Intelligent Design and Creationism
A statement from the Association for Science Education


This statement has been issued against a backdrop of concern about the teaching of controversial issues in science, in particular Intelligent Design and Creationism. The statement has been agreed by ASE Council. However the statement does not necessarily represent the views of all ASE members. ASE recognises that the science teaching profession includes individuals with a range of religious and non religious perspectives and that there will be some members, albeit a small number, whose personal perspectives might not resonate fully with these messages. It is, however, our intention that all members and others who are concerned about this controversial issue will find guidance and direction herein.
An important professional challenge for science teachers is the need to develop a sensitivity to the many belief systems which will permeate a group of learners and to ensure that, should questions of belief arise, they are well prepared to offer an appropriate level of engagement which retains a focus on science and what constitutes a viable scientific theory, whilst respecting the personal belief systems of individual learners.
What is meant by Intelligent Design?
Intelligent Design is a claim that many living organisms are so complex that their existence cannot be explained by natural evolutionary processes. Intelligent Design also claims that the complexity of such organisms can be accounted for only by invoking the intervention of an agent of design – a designer.
Should Intelligent Design find a place in school science education?
The rationale for science education involves the stimulation and motivation of young people towards appreciating and understanding some of the key ideas in science. It aims to engage them in exploring first hand the processes of science through experimentation, investigation, argument, and modelling thereby teaching them how science works in both an historical context and within the social community which is science. In doing so, science education explores the relationships between evidence and theory whilst appreciating the provisional nature of scientific ‘knowledge’. Such an education should prepare learners to be confident in engaging with scientific issues and be able to take a critical approach when evaluating claims which are ‘scientific’, thereby making an assessment of what might be seen as ‘good science’ and ‘poor science’.
When set against this rationale it is clear to us that Intelligent Design has no grounds for sharing a platform as a scientific ‘theory’. It has no underpinning scientific principles or explanations to support it. Furthermore it is not accepted as a competing scientific theory by the international science community nor is it part of the science curriculum. It is not science at all. Intelligent Design belongs to a different domain and should not be presented to learners as a competing or alternative scientific idea. As such, Intelligent Design has no place in the science education of young people in school.
Should Intelligent Design be presented as an example of a controversy in science?
There are many examples which teachers might use to illustrate controversial issues in science. Some are competing ideas such as the nature of light – waves or particles or heliocentric v geocentric notions of the solar system, others might be examples of poorly planned and inadequately tested science such as the claim for ‘cold fusion’ or even examples of ‘dishonest or biased science’, such as the case of the midwife toad. All these examples deserve a place in science education as they are founded to a greater or lesser degree on aspects of scientific methodology. Their study will better enable learners to take a more critical and informed view of claims which purport to be ‘scientific’. Intelligent Design, with no foundation in scientific methodology, cannot be classed as science, not even bad or controversial science.
Should Intelligent Design be included in other areas of the curriculum?
The ASE does not claim to have any authoritative voice regarding religious and moral education or other areas of the curriculum. However we recognise that an idea which suggests the existence of an ‘intelligent designer’ is more likely to find a place in a course which deals explicitly with belief systems. Should Intelligent Design find such a place, we strongly argue that it should not be presented as an alternative scientific theory.
Doesn’t Creationism sit alongside theories of creation such as the ‘big bang’?
The concept of Intelligent Design is only one of many religious views concerning the nature of the universe. A related idea is Creationism (or ‘Young Earth Creationism’) which takes the view that the universe was created very recently. Not all religious believers hold these or similar views and many find it perfectly possible to combine their faith with a scientific description of the universe. When ideas about the origin of the universe are covered in science lessons it is appropriate that teachers share with learners the tentative nature of a theory such as the ‘big bang’. There is mounting evidence to support the idea that the universe at one time underwent a singularity which we call a ‘big bang’. However the context of such teaching would also explore alternative theories, many in existence in the mid 20th. century and which were supported by evidence at the time, which offered competition to the big bang notion. This is an example of how evidence and theories coexist and interact in the culture of science and how they drive the direction of scientific endeavour. Creationism, like Intelligent Design, is not based on scientific evidence and, as such, is not a scientific theory.
Additional statements
Statements which are aligned with this ASE position have been made by the Interacademy Panel; a global network of the world’s science academies, and by the Department for Children, Schools and Families (DCSF). These can be obtained from:
  • Interacademy Panel statement www.royalsoc.ac.uk/document.asp?tip=1&id=4926
  • DCSF guidance on the place of creationism and intelligent design in science lessons www.teachernet.gov.uk/docbank/index.cfm?id=11890
September 2007
Τί συμβαίνει αλλού

The Association for Science Education adds its voice for evolution

The Association for Science Education -- a professional association for teachers of science in Britain and around the world, with over 15,000 members -- recently issued a statement (PDF) on science education, "intelligent design," and creationism, reading in part:

it is clear to us that Intelligent Design has no grounds for sharing a platform as a scientific ‘theory’. It has no underpinning scientific principles or explanations to support it. Furthermore it is not accepted as a competing scientific theory by the international science community nor is it part of the science curriculum. It is not science at all. Intelligent Design belongs to a different domain and should not be presented to learners as a competing or alternative scientific idea. As such, Intelligent Design has no place in the science education of young people in school.
The statement also cautions against presenting "intelligent design" as a case study of a controversy in science, commenting, "Intelligent Design ... cannot be classed as science, not even bad or controversial science," and recommends that "it should not be presented as an alternative scientific theory" if it is presented in religious education classes.

The statement cites the Interacademy Panel's statement on the teaching of evolution, to which the Royal Society of London and the National Academies of Science are signatories, as well as the recently issued guidance to British teachers on the place of creationism in the science classroom.

Κυριακή 28 Οκτωβρίου 2007

Τί δημοσιεύεται στά άλλα Blogs γιά τήν υπόθεση Watson

On the James Watson Black IQ controversy
There are two issues regarding the recent controversy started by James Watson's comments about the intelligence of Africans.
The scientist, who won the Nobel prize for his part in discovering the structure of DNA, was quoted in an interview in The Sunday Times saying he was “inherently gloomy about the prospect of Africa” because “all our social policies are based on the fact that their intelligence is the same as ours - whereas all the testing says not really.”
The first issue is that Watson's statements, whether one agrees with them or not should not be punished, and represent a valid stance to the problem of population differences in intelligence. Of course institutions (such as the Cold Spring Harbor lab) have the right to choose who works for them, but they also have the responsibility to foster free speech.

One would be sympathetic to CSH's condemnation of Watson if it was done on scientific grounds. For example, a scientist denying the fact of evolution could not reasonably expect to have no reprecussions in his career. Institutions are expected to make sure they don't promote bad science, which is not necessarily unorthodox science (which should be encouraged), but rather unargued or anti-empirical science.

However, CSH's stance has been motivated by political or social considerations. How could it be otherwise, since the identification of intelligence-fostering genes differentiating populations has not come about yet. The prudent stance is to be agnostic about this issue, until such genes are discovered, or their continued non-discovery makes one doubtful of their existence.

The second issue is that Watson's factual comments are entirely accurate! Sub-Saharan Africans do indeed have lower intelligence than people in western societies. That is an observable fact (fact F). What is not certain is whether or not this fact is due to inherent genetic deficiencies (position A) or due to environmental or socio-cultural problems (position B). Social policies should take into account F while the scientists figure out whether A or B explains F.

As an analogy, a cook has to take into account that his knife is blunt before he figures out whether it is blunt because it was made poorly or from repeated use.

According to Watson:
A priori, there is no firm reason to anticipate that the intellectual abilities of people geographically separated during their evolution should prove to have evolved identically. Our wanting to reserve equal powers of reason as some universal heritage of mankind will not be enough to make it so.
Once again, Watson's comments are reasonable. Notably they do not identify which populations may have inherent (evolutionary) differences in intelligence, nor do they attempt to quantify the importance of such differences. They simply state the -a priori sensible- stance of a scientist that a phenomenon (e.g., the evolution of cognitive ability) would not have proceeded in the same way under different circumstances.

UPDATE: A post-controversy article by James Watson in the Independent. Excerpt:
We do not yet adequately understand the way in which the different environments in the world have selected over time the genes which determine our capacity to do different things. The overwhelming desire of society today is to assume that equal powers of reason are a universal heritage of humanity. It may well be. But simply wanting this to be the case is not enough. This is not science.

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Η Ανθρωπολογία ώς πολεμικό όπλο!!!

The most interesting information in this New York Times opinion piece is that these issues are likely to be discussed at the anthro meeting in November.

http://www.nytimes.com/2007/10/27/opinion/27shweder.html?ref=opinion

October 27, 2007
Op-Ed Contributor

A True Culture War

Chicago

IS the Pentagon truly going to deploy an army of cultural relativists to Muslim nations in an effort to make the world a safer place?

A few weeks ago this newspaper reported on an experimental Pentagon "human terrain" program to embed anthropologists in combat units in Iraq and Afghanistan. It featured two military anthropologists: Tracy (last name withheld), a cultural translator viewed by American paratroopers as "a crucial new weapon" in counterinsurgency; and Montgomery McFate, who has taken her Yale doctorate into active duty in a media blitz to convince skeptical colleagues that the occupying forces should know more about the local cultural scene.

How have members of the anthropological profession reacted to the Pentagon's new inclusion agenda? A group calling itself the Network of Concerned Anthropologists has called for a boycott and asked faculty members and students around the country to pledge not to contribute to counterinsurgency efforts. Their logic is clear: America is engaged in a brutal war of occupation; if you don't support the mission then you shouldn't support the troops. Understandably these concerned scholars don't want to make it easier for the American military to conquer or pacify people who once trusted anthropologists. Nevertheless, I believe the pledge campaign is a way of shooting oneself in the foot.

Part of my thinking stems from an interview with Ms. McFate on NPR's "Diane Rehm Show" to which I tried to listen with an open mind. My first reaction was to feel let down. It turns out that the anthropologists are not really doing anthropology at all, but are basically hired as military tour guides to help counterinsurgency forces accomplish various nonlethal missions.

These anthropological "angels on the shoulder," as Ms. McFate put it, offer global positioning advice as soldiers move through poorly understood human terrain — telling them when not to cross their legs at meetings, how to show respect to leaders, how to arrange a party. They use their degrees in cultural anthropology to play the part of Emily Post.

More worrisome, it was revealed that Tracy, the mystery anthropologist, wears a military uniform and carries a gun during her cultural sensitivity missions. This brought to my increasingly skeptical mind the unfortunate image of an angelic anthropologist perched on the shoulder of a member of an American counterinsurgency unit who is kicking in the door of someone's home in Iraq, while exclaiming, "Hi, we're here from the government; we're here to understand you."

Nevertheless the military voices on the show had their winning moments, sounding like old-fashioned relativists, whose basic mission in life was to counter ethnocentrism and disarm those possessed by a strident sense of group superiority. Ms. McFate stressed her success at getting American soldiers to stop making moral judgments about a local Afghan cultural practice in which older men go off with younger boys on "love Thursdays" and do some "hanky-panky." "Stop imposing your values on others," was the message for the American soldiers. She was way beyond "don't ask, don't tell," and I found it heartwarming.

I began to imagine an occupying army of moral relativists, enforcing the peace by drawing a lesson from the Ottoman Empire. The Ottomans lasted a much longer time than the British Empire in part because they had a brilliant counterinsurgency strategy. They did not try to impose their values on others. Instead, they made room — their famous "millet system" — for cultural pluralism, leaving each ethnic and religious group to control its own territory and at liberty to carry forward its distinctive way of life.

When the American Anthropological Association holds its annual convention in November in Washington, I expect it to become a forum for heated expression of political and moral opposition to the war, to the Bush administration, to capitalism, to neo-colonialism, and to the corrupting influence of the Pentagon and the C.I.A. on professional ethics.

Nevertheless I think it is a mistake to support a profession-wide military boycott or a public counter-counterinsurgency loyalty oath. And I think it would be unwise for the American Anthropological Association to do so at this time.

The real issue for academic anthropologists is not whether the military should know more rather than less about other ways of life — of course it should know more. The real issue is how our profession is going to begin to play a far more significant educational role in the formulation of foreign policy, in the hope that anthropologists won't have to answer some patriotic call late in a sad day to become an armed angel riding the shoulder of a misguided American warrior.

Richard A. Shweder, an anthropologist and professor of comparative human development at the University of Chicago, is the author of "Thinking Through Cultures."



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www.michaelbalter.com

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Michael Balter
Contributing Correspondent, Science
michael.balter@gmail.com
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Νέες ιδέες γιά τήν ανθρώπινη εξέλιξη
  1. Evolutionary Sprint Made Us Human
  2. Humans and monkeys share Machiavellian intelligence
  3. Neanderthals were flame-haired
  4. Neanderthal climate link debated
  5. Mind Papers
Νέες ιδέες γιά τήν ανθρώπινη εξέλιξη
  1. Evolutionary Sprint Made Us Human
  2. Humans and monkeys share Machiavellian intelligence
  3. Neanderthals were flame-haired
  4. Neanderthal climate link debated

Τετάρτη 24 Οκτωβρίου 2007

Συνεχίζεται η συζήτηση γιά τήν υπόθεση Watson

  1. The World Science Blog
  2. James D. Watson: A Modern Galileo
  3. Stalking the Wild Taboo

Κυριακή 21 Οκτωβρίου 2007

Πρόσφατες Δημοσιεύσεις

  1. The elementary DNA of Dr Watson
Τήν εβδομάδα αυτή δημιουργήθηκε ένα μεγάλο θέμα, τό οποίο κατά τήν γνώμη μου μεγαλοποιήθηκε σέ πολιτική επίπεδο. Ο Δρ Watson, Βραβείο Νόμπελ γιά τήν συν-ανακάλυψη τής δομής τού DNA, σέ μία συνέντευξή του σέ αγγλική εφημερίδα υποστήριξε ότι η πολιτική πού εφαρμόζεται από τά Δυτικά κράτη αναφορικά μέ τούς Αφρικανούς είναι λανθασμένη, γιατί βασίζεται στήν παραδοχή ότι αυτοί κατέχουν τόν ίδιο δείκτη ευφυίας μέ τούς Ευρωπαίους. Η φράση αυτή προκάλεσε θύελλα διαμαρτυριών, μέ αποτέλεσμα νά αναβληθεί η προγραμματισμένη ομιλία του στό Μουσείο τών Επιστημών τής Αγγλίας.
Η διατύπωση τού Δρ Watson δέν συνάδει προφανώς μέ τά πλαίσια, τά οποία θέτει η "Πολιτική Ορθότητα" στό θέμα αυτό. Είναι κοινά αποδεκτό ότι όλοι οί άνθρωποι ετούτου τού πλανήτη γεννιούνται μέ τίς ίδιες ικανότητες καί δεξιότητες καί η περαιτέρω πορεία τους στήν ζωή καθορίζεται από τίς περιβαλλοντικές συνθήκες, στίς οποίες αναπτύσσονται.
Η άποψη αυτή είναι καί ορθή καί λανθασμένη ταυτόχρονα. Αποτελεί καί τήν βάση τής επιστημονικής καί μή διαμάχης γιά τόν ρόλο, τόν οποίο διαδραματίζει η Φύση (nature) καί η εκπαίδευση (nurture) στήν πνευματική ανάπτυξη τού ανθρώπου.
Τά μέχρι τούδε επιστημονικά ευρήματα είναι ασαφή καί αλληλοσυγκρουόμενα. Κατ' αρχήν δέν υπάρχει ένας γενικός δείκτης ευφυίας, αλλά μία σειρά δεικτών ευφυίας, δηλαδή δεικτών ταχείας κατανόησης καί επιτυχούς αντίδρασης στό εκάστοτε τιθέμενο ερώτημα ή στήν δημιουργούμενη κατάσταση. Είναι προφανές ότι ορισμένα άτομα θά ανταποκριθούν σωστά, ενά άλλα όχι. Τά άτομα όμως, τά οποία δέν αντέδρασαν σωστά στήν Α' κατάσταση, ενδεχομένως θά αντιδράσουν σωστά στήν Β' καί ούτω καθεξής.
Επιπλέον θά πρέπει νά ληφθεί υπ' όψιν τό πολιτισμικό πλαίσιο από τό οποίο πρόερχεται ο εξεταζόμενος, πλαίσιο τό οποίο καθορίζει νομοτελειακά καί τήν ορθότητα τής απάντησης καί άρα τόν υπολογισμό τού "Δείκτη Ευφυίας". Ενα σχετικό αλλά καί χαρακτηριστικό παράδειγμα αναφέρει ο Gould στό βιβλίο του " The Mismeasurement of Man ", καί αφορά τά τέστ ευφυίας, στά οποία υποβάλλονταν οί υποψήφιοι μετανάστες στόν σταθμό υποδοχής Ellis Island στήν Νέα Υόρκη. Οί ατυχείς μετανάστες, φτωχότατοι αγρότες στήν συντριπτική τους πλειοψηφία, ερωτώντο, μεταξύ άλλων "τί τοποθετεί κανείς επάνω από τό τζάκι". Ουδείς φυσικά απάντησε σωστά, γιατί η ορθή απάντηση ήταν ¨2 κηροπήγια", αντικείμενα άγνωστα στούς πένητες μεσογειακούς, πολωνοεβραίους κλπ μετανάστες, αλλά αυτονόητα γιά τούς Αμερικανούς.
Από τήν άλλη μεριά όμως πρέπει νά αποδεχθούμε ότι γεννιόμαστε μέ διαφορετικές δεξιότητες καί ικανότητες ο καθένας μας. Κάποιος έχει τήν ικανότητα νά κατανοεί καλύτερα καί ταχύτερα μιά μαθηματική εξίσωση, κάποιος άλλος κατανοεί καλύτερα τούς ήχους καί τούς μετατρέπει σέ μουσική μέ κάποιο όργανο, άλλος μαθαίνει εύκολα ξένες γλώσσες καί ούτω καθεξής. Οί διακριτές αυτές ικανότητες τού καθενός μας, χωρίς νά επηρεάζουν καθόλου τήν νομική καί ηθική πανανθρώπινη υπόστασή μας καί τήν σέ παγκόσμιο επίπεδο ισότητά μας, μάς διαφοροποιούν εποικοδομητικά από τούς συνανθρώπους μας.
Η διαφορετικότητα τών ικανοτήτων μας καί τής ταχύτητας αντιδράσεως καί αναδράσεως στά περιβαλλοντικά ερεθίσματα δέν αποτελεί αξιολογικό κριτήριο στό επίπεδο τής νομικής καί ηθικής ισότητας μας, δέν επηρεάζει τήν αυτονόητη ισότητα όλων τών ανθρώπων ανεξαρτήτως καταγωγής, θρησκείας, χρώματος κλπ.
Αλλά δυστυχώς η αυτονόητη αυτή πραγματικότητα είναι πολύ δύσκολο νά γίνει κατανοητή καί πολύ δυσκολότερα νά γίνει ευρύτερα αποδεκτή.
Περίπου στίς αρχές τού προπερασμένου αιώνα ο Binnet επενόησε ένα τέστ ικανοτήτων γιά νά βοηθήσει τούς "κακούς" μαθητές στήν καλυτέρευση τών επιδόσεων τους. Ηταν η απαρχή μιάς ατέλειωτης σειράς τέστ δεικτών ευφυίας, ατελών στήν αρχή, τά οποία όμως βελτιώθηκαν μέ τήν πρόοδο τών γνώσεών μας στό πεδίο αυτό, μέ τελική (προσωρινή βέβαια) κατάληξη τήν δημιουργία διαφοροποιημένων καί εξειδικευμένων γιά κάθε νοητικό πεδίο προσεγγίσεων.
Η κυριώτερη διαμάχη γιά τόν δείκτη ευφυίας επικεντρώνεται στήν διαφορά τού μέσου όρου τιμής μεταξύ "λευκών" καί "μαύρων" Αμερικανών, μία διαμάχη η οποία, ώς μή όφειλε, έγινε αντικείμενο ακραίας πολιτικής εκμετάλευσης στήν χώρα αυτή. Ισως εδώ θά πρέπει νά αναφερθεί καί νά τονισθεί ιδιαίτερα, ότι η επικέντρωση στίς διαφορές μεταξύ "λευκών" καί "μαύρων" είναι πλασματική καί υποβολιμαία! Ουδείς αναφέρει ότι τίς υψηλότερες τιμές τού δείκτη ευφυίας τίς παρατηρούμε στούς κατοίκους τής Απω Ανατολής!! Ιδίως σέ ότι αφορά τήν αφηρημένη σκέψη, τήν κατανόηση τού χώρου κλπ. Ευρωποκεντρισμός άραγε??
Η πρόσφατη συμβολή τών Fagan καί Holland μέ τήν εργασία τους "Equal Opportunity Eliminates Racial Differences in IQ" ίσως βοηθήσει στήν καλύτερη κατανόηση τού προβλήματος.

Παρασκευή 19 Οκτωβρίου 2007

Παρουσίαση τού Blog

Καλώς ήρθατε στόν χώρο ανταλλαγής απόψεων μέ οποιοδήποτε θέμα σχετίζεται μέ τήν βιολογική καί τήν γενικότερη πολιτισμική Εξέλιξη τού Ανθρώπου.
Ο καθένας μπορεί νά εκφράζει τίς σκέψεις του ελεύθερα, νά συμβάλλει εποικοδομητικά στήν καλύτερη γνώση τών διαδικασιών τής Ανθρωποποιήσεως, αλλά καί νά επωφελείται από τήν σύγχρονη επιστημονική γνώση, τήν οποία θά προσπαθήσω, στά πλαίσια τού δυνατού, νά αναρτώ έγκαιρα.
Παρακαλώ μόνο γιά σοβαρότητα καί ευγένεια στήν έκφραση τών απόψεών σας.