I can't resist adding one little bit to the dogpile on VanDyke. So far as I know, none of the many critics of the book review seized on the catchy conclusion to the article, which also managed to get something wrong. VanDyke writes that "the most ironic aspect of this debate is that Darwinists are even opposed to the inclusion of ID in the public school curriculum," because evolution's "fundamental tenet" is "that competition leads inexorably to progress[.]" Thus defenders of science ought not "fear. . .a little rivalry," because the fittest argument will win. 117 Harv. L. Rev. at 971.
Of course, Dawkins and Dennett have written extensively on the question of just why false claims to truth manage to survive in this "competition." This is the subject of memetics, which VanDyke does not mention or cite to. The fact is that the best argument does not always win. If a theory (or "memeplex") is true, then it will have a competitive advantage, but other memeplexes have other advantages. Nazi bookburners had such a competitive advantage over Jewish scientists like Einstein or Szilard that they were forced to evacuate the country--but Nazism certainly wasn't popular because of its truth value. Science has much to fear from "rivalry," where that rivalry is based on methods and ideas which do not pursue and cannot reach, the truth. It has much to fear from dogma, superstition, coercion, censorship, ignorance, illiteracy, fanaticism, or blind adherence to tradition. These things all have their competitive advantages in the great cultural competition. But the simple fact is that evolution does not teach that "competition leads inexorably to progress," if by progress we mean improvement, or the attainment of the good. The late Stephen Jay Gould spent a large portion of his life attacking that notion. Evolution leads only to the next step, not necessarily to a "higher" step. In seeking the truth, therefore, we must be constantly on guard for those memeplexes that "rival" the rational pursuit of the truth.
9 Comments
RKL · 25 March 2004
Luke Lea · 25 March 2004
I'm new to this site, whose existence was just brought to my attention by razib over at Gene Expression. I have no axe to grind in this debate --e.g., see no biological evidence do date for intelligent design -- but as a hick in the woods of Tennessee, I must say I am bothered by the aggressive stance taken by many biologists concerning the teaching of evolution in the public schools.
In particular, a dogmatic insistence that chance alone accounts for the variations arising in biological organisms, on which selection acts, strikes me as both unneccesary and incompatible with your stated mission of maintaining the integrity of science.
A personal anecdote will illustrate what I mean. A few years ago, when I became aware of the several million base pairs in the average genome, it occurred to me that there might not have been enough time for so much information to have become fixed by chance alone, in combination with the process of natural selection. After all, I reasoned,with four letters in the alphabet, there are 4 raised to the billionth power of different possibilities to be dealt with, which is a trans-astronomical number if ever there was one.
Now, when I began to research this question, I found some help from biologists on the web -- the idea that much of the genome was meaningless junk, and the "step-wise" character of the selection process were both very helpful. With further searching I found a site (maintained by an amateur if I recall) who took the trouble to go through the math on the probabilities involved, to show that there was enough time to evolve a protein with a meaningful string of approximately 135 amino-acids, which, if I recall, was the size of the typical protein (I may not have this exactly right).
However, it was only after I delved further -- at this point I was strictly on my own -- that I came to the realization that, in a large population of interbreeding individuals, every protein in the organism is subject to simultaneous and, as it were, parallel evolution. It was only then that I realized the problem was solved, at least to my satisfaction.
There are a couple of important lessons here, I think. By keeping the question open -- and letting (or showing) students how to find out whether or not there has been enough time for chance alone to explain the complexity of life --we not only undertake a useful exercise, but we are at the same time honoring the tentative nature of the scientific enterprise.
Notice, btw, that to this day physicists are prepared to entertain, on occassion, alternative hypotheses respecting even the most fundamental and best established of the laws of physics, concerning gravity especially, but also the other fundamental forces. Shouldn't the biological theory of evolution be handled in the same spirit?
One final note. Not to take an open-minded approach to these questions amounts, if you are not careful, to an attempt to ram a materialist world view down the throats of children, which is not an appropriate thing to do in the public schools, and probably violates the consitiution.
I hope you will be able to see that there is some merit in what I am trying to say.
Stirling Newberry · 25 March 2004
It seems strange to me that the people who want there to be one god, and who scream bloody murder over "whole language" and its willingness to accept misspellings in papers, want a diversity of views on Scientific thought.
"Let the students decide" is a creed that, in other contexts, they decry - for example the reduction in compulsory curiculum. I am always suspicious when a group abandons fundamental principles.
In science deciding is not a matter of a consumer at a check stand, based on their preferences. Science is a discipline and to "decide" means first understanding and accepting that dicsipline. The idea of evolution as a serious one dates back to the 1700's - Darwin gave it power by showing how evolution could occur without intervention, by a mechanistic process which could be described, and, ultimately, measured. Before one can challenge the paradigm one must be able to work through it. Before a student can challenge, for example, some part of physics, they must know what it is they are challenging.
Intelligent Design has a place: namely, where ever we are tempted to invoke it, it is a good sign that we do not undestand the basic science well enough. The idea that mutations are "chance" is a good one. Perhaps it is a crap shoot, but the dice are heavily loaded. As was predictable mathematically, DNA itself favors making those kinds of alterations which allow for possibly productive variations. This makes sense, making better bets wins more often. DNA is tectonic - looping redoubling and shifting constantly. While base pair alterations were the first kind of mutation we came to understand - they are hardly the only step in a process which creates opportunities for variation.
But this does not make ID a "controversy", there is no mechanistic or quantifiable standard, there is no "theory" within which to place facts, there is merely an object "it can't be chance!" What this really means, or so far has always meant in the past, is that we didn't understand the game well enough. There is nothing to teach. It isn't a false claim - it is no claim at all, in any sense which is scientific.
Steve Reuland · 25 March 2004
What's most ironic about VanDyke's parting shot is that if ID advocates really wanted ID to have a fair shot at "competing", they wouldn't be pitching it to unknowledgable highschool students. They'd be trying to convince University scientists that ID is actually worthwhile, which is what every scientific theory must do before it "wins" the competition. Since ID advocates apparently don't think that ID can compete at the University level, perhaps they don't have much faith in its "fitness".
Jeff Chamberlain · 25 March 2004
It's a poor book review on many grounds. What about the book that was reviewed? For some back-and-forth on that, see http://pharyngula.org/comments/495_0_1_0_C/
Moira Breen · 25 March 2004
Along these lines I'd recommend Rauch's 1993 Kindly Inquisitors, a good popular exposition of the ethos of "liberal science" and a defense of its use as a standard in a free society. Of particular note is his explication of the distinction between freedom of belief and freedom of knowledge, a distinction that seems to elude the defenders of teaching ID. (Freedom of belief is sacrosanct, but there is no "freedom of knowledge" in science. You have to put up or shut up.)
(A quick read and nicely quotable.)
Tom · 25 March 2004
Evolution will tend toward optimization (while never necessarily reaching it) within the context of the problem space. The problem space, in this case, is one of legislation affecting education (or indoctrination). It is natural for two competing viewpoints to contend this space, but it must be realized that the criteria for success do not derive from "truth," per se, but from ideological efficency. Creationism, in whatever manifistation, represents in itself a certain level of efficency through its outright conformity to a pervasive ideology. It gains further traction by appealing to another pervasive ideology, which is the concern for open debate (whether or not this is true is beside the point - it is the degree to which the appeal is accepted that matters).
Nevertheless, there exists a wider context that gives further proof to the idea that noncompetitive ideas will lose ground. The bias toward the scientific method is not only felt in elementary institutions (e.g., high school education), but has a societal component as well. Ultimately, societies that embrace scientific viewpoints will exploit resources more efficiently, will make discoveries more rapidly, and will come to displace less competitive societies through economic and military means. If any nation were to adopt an essentially anti-scientific guide, it would ultimately set itself up for failure when measured against other, more competitive societies.
This is not to say that a topic like evolution should not be defended, but rather to point out that the nature of the defense must take into account the comtetitive environment (i.e., local politics, rather than intellectual world history), and modify its strategy accordingly.
-Tom
Matthew McIrvin · 25 March 2004
One can think of science as a culture carefully arranged so that the competition between ideas within it is at least somewhat likely to drive the body of successful ideas toward the truth. This happy state of affairs doesn't, itself, happen by accident; it takes careful discipline on the part of determined practitioners. Therefore it implies nothing about the ability of truth to arise from the competition of scientific ideas with nonscientific ones by nonscientific rules.
It's a difficult thing for someone raised on the Enlightenment and the ideology of the American founders to admit, because of the influence of the noble notion that good ideas win out in a free marketplace of ideas. But people believe dumb and silly things all the time, and we don't usually propose that children in school get to decide which answers on the tests are true.
Nick · 27 March 2004
Has anyone figured out what the point of RKL's superlong post (a book chapter, apparently) about Nazis and Nietsche was? I'm still wondering.
I am seriously considering joining the school of thought that PT should have a word limit for comments.
While I'm on the thread, I should mention that I don't like memes very much. According to the webpage referenced by Timothy, memes are supposed to be "an information pattern," or for humans "almost any cultural entity" -- basically "ideas," which is already pretty dang broad. The "science" of memetics is based on the notion (meme?) that memes work like genes. But they are transmitted horizontally more often than vertically, are only dubiously particulate, are not constrained to gradualist change, and originate, replicate, and mutate by intelligent design. This is a long way from the selfish-gene population genetics that inspired the idea (sorry, meme).
In practice, it seems that memetics is primarily used as a stick with which to beat ideas (usually religion) that one considers irrational but which are, mysteriously, popular. The problem is that this stick is equally well used on any popular idea -- just attribute its success to its ability to get people to replicate it. Timothy makes an interesting addition, that an idea's truth gives it a "competitive advantage." But clearly claiming truth is a trick that most memes use, and furthermore our own notions of what is true must themselves be memes, and we must have gotten those just because they were good at spreading...
The whole project is shot through with holes in my view. It's much simpler to talk about people, ideas, and evidence, which is what historians of ideas have been doing perfectly well for an awfully long time before memetics came around.