On July 28, 2015 the Future of Life Institute released an open letter expressing opposition to the development of autonomous weapons. Although the name of the organization sounds like one I would use as a cover for an evil, world-ending cult in a Call of Cthulhu campaign, I am willing to accept that this group is sincere in its professed values. While I do respect their position on the issue, I believe that they are mistaken. I will assess and reply to the arguments in the letter.
As the letter notes, an autonomous weapon is capable of selecting and engaging targets without human intervention. An excellent science fiction example of such a weapon is the claw of Philip K. Dick’s classic “Second Variety” (a must read for anyone interested in the robopocalypse). A real world example of such a weapon, albeit a stupid one, is the land mine—they are placed and then engage automatically.
The first main argument presented in the letter is essentially a proliferation argument. If a major power pushes AI development, the other powers will also do so, creating an arms race. This will lead to the development of cheap, easy to mass-produce AI weapons. These weapons, it is claimed, will end up being acquired by terrorists, warlords, and dictators. These evil people will use these weapons for assassinations, destabilization, oppression and ethnic cleansing. That is, for what these evil people already use existing weapons to do quite effectively. This raises the obvious concern about whether or not autonomous weapons would actually have a significant impact in these areas.
The authors of the letter do have a reasonable point: as science fiction stories have long pointed out, killer robots tend to simply obey orders and they can (at least in fiction) be extremely effective. However, history has shown that terrorists, warlords, and dictators rarely have trouble finding humans who are willing to commit acts of incredible evil. Humans are also quite good at these sort of things and although killer robots are awesomely competent in fiction, it remains to be seen if they will be better than humans in the real world. Especially the cheap, mass produced weapons in question.
That said, it is reasonable to be concerned that a small group or individual could buy a cheap robot army when they would otherwise not be able to put together a human force. These “Walmart” warlords could be a real threat in the future—although small groups and individuals can already do considerable damage with existing technology, such as homemade bombs. They can also easily create weaponized versions of non-combat technology, such as civilian drones and autonomous cars—so even if robotic weapons are not manufactured, enterprising terrorists and warlords will build their own. Think, for example, of a self-driving car equipped with machine guns or just loaded with explosives.
A reasonable reply is that the warlords, terrorists and dictators would have a harder time of it without cheap, off the shelf robotic weapons. This, it could be argued, would make the proposed ban on autonomous weapons worthwhile on utilitarian grounds: it would result in less deaths and less oppression.
The authors then claim that just as chemists and biologists are generally not in favor of creating chemical or biological weapons, most researchers in AI do not want to design AI weapons. They do argue that the creation of AI weapons could create a backlash against AI in general, which has the potential to do considerable good (although there are those who are convinced that even non-weapon AIs will wipe out humanity).
The authors do have a reasonable point here—members of the public do often panic over technology in ways that can impede the public good. One example is in regards to vaccines and the anti-vaccination movement. Another example is the panic over GMOs that is having some negative impact on the development of improved crops. But, as these two examples show, backlash against technology is not limited to weapons, so the AI backlash could arise from any AI technology and for no rational reason. A movement might arise, for example, against autonomous cars. Interestingly, military use of technology seems to rarely create backlash from the public—people do not refuse to fly in planes because the military uses them to kill people. Most people also love GPS, which was developed for military use.
The authors note that chemists, biologists and physicists have supported bans on weapons in their fields. This might be aimed at attempting to establish an analogy between AI researchers and other researchers, perhaps to try to show these researchers that it is a common practice to be in favor of bans against weapons in one’s area of study. Or, as some have suggested, the letter might be making an analogy between autonomous weapons and weapons of mass destruction (biological, chemical and nuclear weapons).
One clear problem with the analogy is that biological, chemical and nuclear weapons tend to be the opposite of robotic smart weapons: they “target” everyone without any discrimination. Nerve gas, for example, injures or kills everyone. A nuclear bomb also kills or wounds everyone in the area of effect. While AI weapons could carry nuclear, biological or chemical payloads and they could be set to simply kill everyone, this lack of discrimination and WMD nature is not inherent to autonomous weapons. In contrast, most proposed autonomous weapons seem intended to be very precise and discriminating in their killing. After all, if the goal is mass destruction, there is already the well-established arsenal of biological, chemical and nuclear weapons. Terrorists, warlords and dictators often have no problems using WMDs already and AI weapons would not seem to significantly increase their capabilities.
In my next essay on this subject, I will argue in favor of AI weapons.
Florida, like some other states, has imposed performance based funding on its state universities. The basic idea is that each state school is evaluated by ten standards and then the schools are ranked. The top schools are rewarded and the bottom schools are punished.
As a runner and a professor, I certainly get the idea of linking rewards to performance. As a runner, I believe that better performance merits the better awards (be it a gold medal, a fat stack of cash, or a ribbon). As a professor, I believe that performance merits the better grades and that poor performance merits the corresponding lower grades. However, I also recognize the importance of fairness.
In the case of running, a fair race requires that everyone must compete on the same course and under the same conditions. The age and gender of the runners is also taken into account when assessing performance and there are even age-graded performance formulas to take into account the ravages of time.
In the case of grading, a fair class requires that everyone is required to do the same work, receives the same support from the professor, and that the assessment standards are the same. Fairness also requires that special challenges faced by some students are taken into account. Otherwise, the assessment is unjust.
The same applies to performance based funding of education. If the goal is to encourage better performance on the part of all the schools, the competition needs to be fair. Going with a classroom analogy, if a student knows that the class is rigged against her, she is not likely to be motivated to do her best. There also seems to be an obvious moral requirement that the assessment be fair and this would require considering the specific challenges that each school faces. Laying aside the normative aspects, there is also the matter of accuracy: knowing how well a school is performing requires considering what challenges it had to overcome.
While all the schools operate within the state of Florida and face similar challenges, each school also faces some special challenges. Because of this, a proper and just assessment of a schools performance (how well it does in educating students, etc.) should reflect these challenges. To simply impose standards that fail to consider these challenges would be unfair and would also yield an inaccurate account of the success or failure of the school.
Consider the following analogy: imagine, if you will, that the Pentagon adopted a performance based funding model for military units using various standards such as cost of operations, causalities, how well the units got along with the locals and so on. Now imagine that the special challenges of the units were not properly considered so that, for example, a unit operating in the deserts of Iraq fighting ISIS was assessed the same way as a unit stationed in Kentucky. As might be imagined, the unit in Iraq would certainly be assessed as performing worse than the unit stationed in Kentucky. The unit in Kentucky would presumably cost less per person, have far fewer causalities, and get along much better with the locals. As such, the unit fighting ISIS would find itself in funding trouble since its performance would seem rather worse than the unit in Kentucky. Of course, this approach would be irrational and unfair—the unit fighting ISIS might be performing extremely well relative to the challenges it faces. The same, it would seem, should hold for schools. Turning back to performance based funding, I will consider the relevant standards and how they are unfair to my school, Florida A&M University.
Florida A&M University is an HBCU (Historically Black Colleges and Universities) and is still predominantly African-American. The school also prides itself on providing educational opportunities to students who have been denied such opportunities as well as those who are first generation college students. Put roughly, we have many African-American students and a large number of students who are burdened with economic and educational baggage.
As I have mentioned in a previous essay, FAMU fared poorly under the state’s standards. To be fair, we honestly did do poorly in regards to the state’s standards. However, there are the important questions as to whether the standards are fair and whether or not the assessment of our performance is accurate.
On the one hand, the answer to both questions can be taken as “yes.” The standards apply to all the schools and the assessment was accurate in terms of the results. On the other hand, the answer is also “no”, since FAMU faces special challenges and the assessment fails to take these into account. To use a running analogy, the situation is like comparing the true 5K times of various runners. This is fair and accurate in that all runners are using their 5K times and the times are accurate. However, if some runners had to run hilly trails and others did their 5Ks on tracks, then the competition would not be fair. After all, a slower 5K on a hilly trail could be a much better performance than a 5K on a track.
To get directly to the point, my claim is that FAMU faces the special challenge of racism and the legacy of racism. This, I contend, means that FAMU is being assessed unfairly in terms of its performance: FAMU is running hills on a trail while other schools are enjoying a smoother run around the track. In support of this claim, I offer the following evidence.
One standard is the Percent of Bachelor’s Graduates Employed and/or Continuing their Education Further. A second is the Average Wages of Employed Baccalaureate. The third is the Six Year Graduation Rate and the fourth is the Academic Progress Rate (2nd Year Retention with GPA Above 2.0). These four break down into two general areas. The first is economic success (employment and wages) and the second is academic success (staying in school and graduating). I will consider each general area.
On the face of it, retention and graduation rates should have no connection to race. After all, one might argue, these are a matter of staying in school and completing school which is a matter of personal effort rather than race.
While I do agree that personal effort does matter, African-American students face at least two critical obstacles in regards to retention and graduation. The first is that African-American students are still often victims of segregation in regards to K-12 education and receive generally inferior education relative to white students. It should be no surprise that this educational disadvantage manifests itself in terms of retention and graduation rates. To use a running analogy, no one would be surprised if the runners who were poorly trained and coached did worse than better trained and coached runners.
The second is economic, which ties directly into the standards relating to economic success. As will be shown, African-Americans are far less well off than other Americans. Since college is expensive, it is hardly surprising that people who are less well-off would have a harder time remaining in and completing college. As I have discussed in other essays, the main (self-reported) reason for students being absent from my classes is for work and there is a clear correlation between attendance and class performance. I now turn to the unfairness of the state’s economic success standards.
While I do not believe that the primary function of the state university is to train students to be job fillers for the job creators, I do agree that it is reasonable to consider the economic success of students when evaluating schools. However, assessing how much the school contributes to economic success requires considering the starting point of the students and the challenges they will face in achieving success.
To be blunt, race is a major factor in regards to economic success in the United States. This is due to a variety of historical factors (slavery and the legacy of slavery) and contemporary factors (persistent racism). These factors manifest themselves quite clearly and, as such, the relatively poor performance of African-American graduates from FAMU is actually what should be expected.
In regards to employment, the University of Chicago conducted a study aimed at determining if there is racial bias in hiring. To test this, the researchers responded to 1,300 job advertisements with 5,000 applications. They found that comparable resumes with white sounding names were 50% more likely to get called for an initial interview relative to those with more African-American sounding names. The researchers found that white sounding applications got call backs at a rate of 1 in 10 while for black sounding names it was 1 in 15. This is clearly significant.
Interestingly, a disparity was also found in regards to the impact of experience and better credentials. A white job applicant with a higher quality application was 30% more likely to get a call than a white applicant with a lower quality application. For African-Americans, the higher quality application was only 9% more likely to get a call than a lower quality black application.
This disparity in the hiring process seems to help explain the disparity in employment. For whites, the unemployment rate is 5.3% and it is 11.4% for blacks. As such, it is hardly surprising that African-American students from FAMU are doing worse than students from schools that are mostly white.
Assuming that this information is accurate, this means that FAMU could be producing graduates as good as the other schools while still falling considerably behind them in regards to the employment of graduates. That is, FAMU could be doing a great job that is getting degraded by racism. As such, the employment assessment would need to be adjusted to include this factor. Going with the running analogy, FAMU’s African-American graduates have to run uphill to get a job, while white graduates get to run on much flatter course.
In addition to employment, a graduate’s wages is also one of the standards used by the state. FAMU fared poorly relative to the other schools here as well. However, this is also exactly what should be expected in the United States. The poverty rate for whites is 9.7% while that for blacks it is 27.2%. The median household wealth for whites is $91,405 and for blacks $6,446. Blacks own homes at a rate of 43.5% while whites do so at 72.9%. Median household income is $35,416 for blacks and $59,754 for whites. As such, it would actually be surprising if African American graduates of FAMU competed well against the statistics for predominantly white schools.
It might be contended that these statistics are not relevant because what is of concern is the performance of African-American college graduates and not the general economic woes of African-Americans. Unfortunately, college education does not close the racial wealth gap.
While the great recession had a negative impact on the wealth of most Americans, African-Americans with college degrees were hits surprisingly hard: their net worth dropped 60% from 2007 to 2013. In contrast, whites suffered a decline of 16% and, interestingly, Asians saw a slight increase. An analysis of the data (and data going back to 1992) showed that black and Hispanics had more assets in housing and more debts and these were major factors in the loss of wealth (the burst of the housing bubble crashed house values). In terms of income, researchers take the main causes of the disparity to include discrimination and career choices. In addition to the impact on salary, this wealth disparity also impacts retention and graduation rates. As such, the state is right to focus heavily on economics—but the standards need to consider the broader economic reality as well.
It is reasonable to infer that the main reason that FAMU fares worse in these areas is due to factors beyond the control of the school. Most of our students are black and in the United States, discrimination and enduring historical factors blacks do far worse than whites. As such, these poor numbers are more a reflection of the poor performance of America than on the performance of Florida A&M University. Because of this, the standards should be adjusted to take into account the reality of race in America.
Looked at in the abstract, ISIS seems to be another experiment in the limits of human evil, addressing the question of how bad people can become before they are unable to function as social beings. While ISIS is well known for its theologically justified murder and destruction, it has now become known for its theologically justified slavery and rape.
While I am not a scholar of religion, it is quite evident that scriptural justifications of slavery and rape exist and require little in the way of interpretation. In this, Islamic scripture is similar to the bible—this book also contains rules about the practice of slavery and guidelines regarding the proper practice of rape. Not surprisingly, mainstream religious scholars of Islam and Christianity tend to argue that these aspects of scripture no longer apply or that they can be interpreted in ways that do not warrant slavery or rape. Opponents of these faiths tend to argue that the mainstream scholars are mistaken and that the wicked behavior enjoined in such specific passages express the true principles of the faith.
Disputes over specific passages lead to the broader debate about the true tenets of a faith and what it is to be a true member of that faith. To use a current example, opponents of Islam often claim that Islam is inherently violent and that the terrorists exemplify the true members of Islam. Likewise, some who are hostile to Christianity claim that it is a hateful religion and point to Christian extremists, such as God Hates Fags, as exemplars of true Christianity. This is a rather difficult and controversial matter and one I have addressed in other essays.
A reasonable case can be made that slavery and rape are not in accord with Islam, just as a reasonable case can be made that slavery and rape are not in accord with Christianity. As noted above, it can argued that times have changed, that the texts do not truly justify the practices and so on. However, these passages remain and can be pointed to as theological evidence in favor of the religious legitimacy of these practices. The practice of being selective about scripture is indeed a common one and people routinely focus on passages they like while ignoring passages that they do not like. This selectivity is, not surprisingly, most often used to “justify” prejudice, hatred and misdeeds. Horribly, ISIS does indeed have textual support, however controversial it might be with mainstream Islamic thinkers. That, I think, cannot be disputed.
ISIS members not only claim that slavery and rape are acceptable, they go so far as to claim that rape is pleasing to God. According to Rukmini Callimachi’s article in the New York Times, ISIS rapists pray before raping, rape, and then pray after raping. They are not praying for forgiveness—the rape is part of the religious ritual that is supposed to please God.
The vast majority of monotheists would certainly be horrified by this and would assert that God is not pleased by rape (despite textual support to the contrary). Being in favor of rape is certainly inconsistent with the philosophical conception of God as an all good being. However, there is the general problem of sorting out what God finds pleasing and what He condemns. In the case of human authorities it is generally easy to sort out what pleases them and what they condemn: they act to support and encourage what pleases them and act to discourage, prevent and punish what they condemn. If God exists, He certainly is allowing ISIS to do as it will—He never acts to stop them or even to send a clear sign that He condemns their deeds. But, of course, God seems to share the same policy as Star Fleet’s Prime Directive now: He never interferes or makes His presence known.
The ISIS horror is yet another series of examples in the long standing problem of evil—if God is all powerful, all-knowing and good, then there should be no evil. But, since ISIS is freely doing what it does it would seem to follow that God is lacking in some respect, He does not exist or He, as ISIS claims, is pleased by the rape of children.
Not surprisingly, religion is not particularly helpful here—while scripture and interpretations of scripture can be used to condemn ISIS, scripture can also be used to support them in their wickedness. God, as usual, is not getting involved, so we do not know what He really thinks. So, it would seem to be up human morality to settle this matter.
While there is considerable dispute about morality, the evil of rape and slavery certainly seem to be well-established. It can be noted that moral arguments have been advanced in favor of slavery, usually on the grounds of alleged superiority. However, these moral arguments certainly seem to have been adequately refuted. There are far fewer moral arguments in defense of rape, which is hardly surprising. However, these also seem to have been effectively refuted. In any case, I would contend that the burden of proof rests on those who would claim that slavery or rape are morally acceptable and invite readers to advance such arguments for due consideration.
Moving away from morality, there are also practical matters. ISIS does have a clear reason to embrace its theology of rape: as was argued by Rukmini Callimachi, it is a powerful recruiting tool. ISIS offers men a group in which killing, destruction and rape are not only tolerated but praised as being pleasing to God—the ultimate endorsement. While there are people who do not feel any need to justify their evil, even very wicked people often still want to believe that their terrible crimes are warranted or even laudable. As such, ISIS has considerable attraction to those who wish to do evil.
Accepting this theology of slavery and rape is not without negative consequences for recruiting—while there are many who find it appealing, there are certainly many more who find it appalling. Some ISIS supporters have endeavored to deny that ISIS has embraced this theology of rape and slavery—even they recognize some moral limits. Other supporters have not been dismayed by these revelations and perhaps even approve. Whether this theology of rape and slavery benefits ISIS more than it harms it will depend largely on the moral character of its potential recruits and supporters. I certainly hope that this is a line that many are not willing to cross, thus cutting into ISIS’ potential manpower and financial support. What impact this has on ISIS’ support will certainly reveal much about the character of their supporters—do they have some moral limits?
As promised, here is a place for people to comment on H.R. Clinton’s Servergate. My own view is that HRC did not break official policy or the law, but made some poor decisions. I certainly don’t buy the “one device” argument. As others have noted, she has bragged about having many devices. I might be wrong about this, but I infer that if I can have several email accounts on my iPhone, the same sort of thing could have been done for HRC. But, to be fair, perhaps there are some good reasons why that could not occur in her case. But probably not.
While her decision to go with the private server and to decide what to delete turned out to be bad decisions and contrary to how such things should be done, the magnitude of this “scandal” seems to be blown out of proportion. Yes, HRC is sneaky, has a huge sense of entitlement, is suspicious of others, and devoted to unnecessary secrecy. But none of these seem to be disqualifications for office.
But, I welcome the comments of others and I am very interested in seeing arguments presented showing how this shows why HRC should not be president. That is, how this makes her worse than all her competitors.
In my previous essay I laid the groundwork for the discussion that is to follow regarding the pro-life moral position and misogyny. As argued in that essay, a person can be pro-life and not a misogynist. It was also shown that attacking a person’s circumstances or consistency in regards to their professed belief in a pro-life moral position does not disprove that position. It was, however, contended that consistency does matter when sorting out whether a person really does hold to a pro-life position or is, in fact, using that as cover for misogyny.
While there are open misogynists, open misogynists generally do not fare well in American elections. As such, a clever (or cleverly managed) misogynist will endeavor to conceal his misogyny behind more laudable moral positions, such as being pro-life. This, obviously, sells better than being anti-women.
Throughout 2015 Americans will be (in theory) deciding the candidates for President and then in 2016 they will be voting. Republicans in general and the current crop of presidential candidates profess that they are pro-life, but there is still the question of whether they truly hold to this principle. Republicans are also regularly accused of being misogynists and part of this involves asserting that their pro-life stance is actually an anti-women stance. One way to sort this out is to consider whether or not a person acts consistently with a pro-life position. Since people are inconsistent though ignorance and moral weakness, this will not conclusive reveal the truth of the matter—but it is perhaps the best method of empirical investigation.
On the face of it, a pro-life position is the view that it is morally wrong to kill. If a person held to this principle consistently, then she would oppose all forms of killing—this would include hunting, killing animals for food, capital punishment, and killing in war. There are people who do hold to this view and are consistent. This view was taken very seriously by Christian thinkers such as St. Augustine and St. Aquinas. After all, as I say to my Ethics students, it would be a hell of a thing to go to hell for a hamburger.
The pro-life view that killing is wrong would seem to require a great deal of a person. In addition to being against just straight-up killing in war, abortion and capital punishment, it would also seem to require being against things that kill people, such as poverty, pollution and disease. As such, a pro-life person would seem to be required to favor medical and social aid to fight things like disease and poverty that kill people.
As is obvious, there are many pro-life people who oppose such things. They even oppose such things as providing food support for mothers and infants who are mired in poverty. One might thus suspect that they are not so much pro-life as anti-woman. Of course, a person could be pro-life and still be opposed to society rendering aid to people to prevent death.
One option is to be against killing, but be fine with letting people die. While philosophers do make this moral distinction, it seems a bit problematic for a person to claim that he opposes abortion because killing fetuses is wrong, but not providing aid and support to teenage mothers, the sick, and the starving is acceptable because one is just letting them die rather than killing them. Given this view, a pro-life person of this sort would be okay with a woman just abandoning her baby—she would simply be letting the baby die rather than killing her.
People who are pro-life also often are morally fine with killing and eating animals. The ethics of killing animals (and plants) was also addressed explicitly by Augustine and Aquinas. One way to be pro-life but hold that killing animals is acceptable is to contend that humans have a special moral status that other living things lack. The usual justification is that we are better than them, so we can kill (and eat) them. This view was held by St. Augustine and St. Anselm who were fine with killing animals (and plants).
However, embracing the superiority principle does provide an opening that can be used to justify abortion—one merely needs to argue that the fetus has a lower moral status than the woman and this would seem to warrant abortion.
Many people who profess a pro-life view also favor capital punishment and war. In fact, it is common to hear a politician smoothly switch from speaking of the sanctity of life to the need to kill terrorists and criminals. One way to be pro-life and accept capital punishment and war is to argue that it is the killing of innocents that is wrong. Killing the non-innocent is fine.
The obvious problem is that capital punishment sometimes kills the innocent and war always involves the death of innocents. If these killings are warranted in terms of interests, self-defense, or on utilitarian grounds, then the door is open for the same being applied to abortion. After all, if innocent adults and children can be killed for national security, economic interests or to protect us from terrorists, then fetuses can also be killed for the interests of the woman or on utilitarian grounds. Also, animals and plants are clearly innocent beings—but they can be addressed by the superiority argument. Someone who is fine with killing people for the sake of interests or on utilitarian grounds, yet professes to be devoutly pro-life might justifiably be suspected of being more anti-women than pro-life.
A pro-life position can also be interpreted as the moral principle that abortions should be prevented. This is, obviously, better described as anti-abortion rather than pro-life. One obvious way to prevent abortions is to prevent women from having them. This need not be a misogynistic view—one would need to consider why the person holds to this view and this can be explored by considering the person’s other expressed views on related matters.
If a person is anti-abortion, then she should presumably support ways to prevent abortion other than merely stopping women from having them. Two rather effective ways to reduce the number of abortions (and thus prevent some) are effective sex education and access to birth control. These significantly reduce the number of unwanted pregnancies and thus reduce the number of abortions. Not surprisingly, abstinence focused “sex education” fails dismally.
To use the obvious analogy, being anti-abortion is rather like being anti-traffic fatality. Telling people to not drive will not really help. Teaching people how to drive safely and ensuring that protection is readily available does work quite well.
Because of this, if a person professes to be pro-life/anti-abortion, yet is opposed to effective sex education and birth control, then it is reasonable to suspect misogyny. This is, of course, not conclusive: the person might have no dislike of women and sincerely believe that ignorance about sex is best, that abstinence works, and that birth control is evil. The person would not be a misogynist—just in error.
In closing, it must be reiterated that just because a person is inconsistent in regards to his professed pro-life moral principles, it does not follow that he must be a misogynist. After all, people are often inconsistent because of ignorance, a failure to consider implications, and moral weakness. However, if a person professes a pro-life position, yet is consistently inconsistent in regards to his actions and other professed views, then it would not be unreasonable to consider that there might be some misogyny in play.
During a recent discussion, I was asked if I believed that a person who holds to the pro-life position must be a misogynist. While there are misogynists who are pro-life, I hold to what should be obvious: there is no necessary connection between being pro-life and being a misogynist. A misogynist hates women, while a person who holds a pro-life position believes that abortion is morally wrong. There is no inconsistency between holding the moral position that abortion is wrong and not being a hater of women. In fact, a pro-life person could have a benevolent view towards all living beings and be morally opposed to harming any of them—thus including zygotes and women.
While misogynists would tend to be anti-choice because of their hatred of women, they need not be pro-life. That is, hating women and wanting to deny them the choice to have an abortion does not entail that a person believes that abortion is morally wrong. For example, a misogynist could be fine with abortion (such as when it is convenient to him) but think that it should be up to the man to decide if or when a pregnancy is terminated. A misogynist might even be pro-choice for various reasons; but almost certainly not because he is a proponent of the rights of women. As such, there is no necessary connection between the two views.
The discussion then turned to the question of whether or not a pro-choice position is a cover for misogyny. The easy and obvious answer is that sometimes it is and sometimes it is not. Since it has been established that a person can be pro-life without being a misogynist, it follows that being pro-life need not be a cover for misogyny. However, it can obviously provide cover for such a position. It is rather easier to sell the idea of restricting abortion by making a moral case against it than by expressing hatred of women and a desire to restrict their choices and reproductive option. Before progressing with the discussion it is rather important to address two points.
The first point is that even if it is established that a pro-life/anti-abortion person is a misogynist, this does not entail that the person’s position on the issue of abortion is in error. To reject a misogynist’s claims or arguments regarding abortion (or anything) on the grounds that he is a misogynist is to commit a circumstantial ad hominem.
This sort of Circumstantial ad Hominem involves substituting an attack on a person’s circumstances (such as the person’s religion, political affiliation, ethnic background, etc.) for reasons against her claim. This version has the following form:
- Person A makes claim X.
- Person B makes an attack on A’s circumstances.
- Therefore X is false.
A Circumstantial ad Hominem is a fallacy because a person’s circumstances (religion, political affiliation, etc.) do not affect the truth or falsity of the claim. This is made quite clear by the following example: “Bill claims that 1+1 =2. But he is a Republican, so his claim is false.” As such, to assert that the pro-life position is in error because some misogynist holds that view would be an error in reasoning.
A second important point is that a person’s consistency or lack thereof in regards to her principles or actions has no relevance to the truth of her claims or the strength of her arguments. To think otherwise is to fall victim to the ad hominem tu quoque fallacy. This fallacy is committed when it is concluded that a person’s claim is false because 1) it is inconsistent with something else a person has said or 2) what a person says is inconsistent with her actions. This type of “argument” has the following form:
- Person A makes claim X.
- Person B asserts that A’s actions or past claims are inconsistent with the truth of claim X.
- Therefore X is false.
The fact that a person makes inconsistent claims does not make any particular claim he makes false (although of any pair of inconsistent claims only one can be true—but both can be false). Also, the fact that a person’s claims are not consistent with his actions might indicate that the person is a hypocrite but this does not prove his claims are false.
A person’s inconsistency also does not show that the person does not believe her avowed principle—she might simply be ignorant of its implications. That said, such inconsistency could be evidence of hypocrisy. While sorting out a person’s actual principles is not relevant to logical assessment of the person’s claims, doing so is clearly relevant to many types of decision making regarding the person. One area where sorting out a person’s principles matters is in voting. In the next essay, this matter will be addressed.
Since the whole “war on x” thing is overdone, I will not say that there is a war on public education. Rather, I will say that certain politicians have attacked one of the cornerstones of America’s democratic system and its economic strength, namely public education.
Scott Walker has aimed at eroding tenure at public universities in Wisconsin and Rick Scott has imposed an irrational and harmful performance based funding system in Florida. Similar attacks on public education are occurring in many states. Most states have also cut financial support for public education. While occurring under the guise of cost reduction and accountability, these attacks seem calculated at impeding independent research that might expose troublesome truths and also to open up new avenues of private profit at the expense of the public good.
In 2014 I wrote an essay critical of Florida’s harmful and ineffective (in terms of achieving educational goals) performance based funding system. Writing in 2015, my views of this system remain mostly the same; although the seemingly arbitrary changes in the rules have made me like it even less.
My school, Florida A&M University, took a beating under the existing system. This system, as I noted in the earlier essay, fails to consider the challenges faced by specific schools and the assessment system seems calculated to favor certain schools. Not surprisingly, the 2015 faculty planning sessions focused heavily on performance based funding. It was, in fact, the main subject of the keynote speaker.
This speaker took a rational and pragmatic approach to the problem. He noted that complaining about it and refusing to accept its reality would be a rather bad idea. Roughly put, failure to respond in accord with the punitive standards imposed by the state would simply doom FAMU to ever lower budgets. By meeting the standards, FAMU could escape the punitive level and thus push another school down into the pit of financial pain (the performance based funding system is such that there must always be three losers).
Being pragmatic and realistic myself, I agreed with the speaker. As a state employee, I am obligated to operate within the laws imposed upon me by the state. If I find them too onerous, I can elect to leave my job and head for greener pastures. To use the obvious analogy, if I choose to play a game under a certain set of rules, I am stuck playing within those rules. Muttering complaints about them or refusing to accept their reality will do me no good (other than the dubious benefits of bitching and self-delusion). As such, as a professor I am working conscientiously to meet the imposed standards so as to protect my school and students from the punishment of the state.
To use another analogy, it is like being forced to play a rough game by a movie villain—if we do not play by his rules, he will hurt people we care about. As with most movie villain games, it is set up so that winning means making someone else lose (regardless of how well everyone does, the three lowest schools always lose out on funding). Unlike with the movie villain, I am free to leave the game—I just have to abandon my colleagues, students, job, rank and tenure. The state, I must confess, makes finding a new game more and more appealing every year.
It is important to note that my conscientious adherence to the funding game rules is in my capacity as a state employee. However, I am not just a state employee—I am also a citizen of the state. While the state has the right to command me as an employee, the authority of the state rests on my consent as a citizen. And, as a citizen, I have every right to be opposed to performance based funding and every right to take action against it. I can write essays critical of it, thanks to freedom of speech. I can also campaign against politicians who support it and cast my vote accordingly. I can fund those who would oppose this attack on education.
The laws of the state are, obviously enough, not laws of nature or laws handed down on stone tablets by God. They are but the opinions of people made into rules by the rituals of voting. Thoreau eloquently made this point in his work on civil disobedience:
…why expose yourself to this overwhelming brute force? You do not resist cold and hunger, the winds and the waves, thus obstinately; you quietly submit to a thousand similar necessities. You do not put your head into the fire. But just in proportion as I regard this as not wholly a brute force, but partly a human force, and consider that I have relations to those millions as to so many millions of men, and not of mere brute or inanimate things, I see that appeal is possible…
As Thoreau indicates, performance based funding, and any rule of the state, can be challenged—it was created by people and people can change it. As a citizen, I believe that performance based funding is harmful to the public good and, as such, I not only have a right as a citizen to oppose it I also have a moral obligation to do so. Meanwhile, as a state employee, I will be conscientiously working to ensure that FAMU meets the standards imposed by the state.
To close with an analogy, think of the public universities of Florida as ships that are under attack. Metaphorically, bombs, missiles and shells are raining down upon them, fired at the behest of an ideology opposed to this cornerstone of American democracy and economic advancement. Working within performance based funding is analogous to only repairing damage and extinguishing fire (and also to maneuver to force another ship to take the brunt of the attack). As any tactician knows, battles are not won by damage control or by letting an ally take the beating for you. Rather, they are won by taking the fight to the enemy. As such, I urge the citizens of Florida, especially students, faculty and staff, to exercise their rights as citizens to oppose the attacks on the public good of public education with their words, deeds and votes.
Although I like science fiction, I did not see Interstellar until fairly recently—although time is such a subjective sort of thing. One reason I decided to see it is because some have claimed that the movie should be shown in science classes, presumably to help the kids learn science. Because of this, I expected to see a science fiction movie. Since I write science fiction, horror and fantasy stuff, it should not be surprising that I get a bit obsessive about genre classifications. Since I am a professor, it should also not be surprising that I have an interest in teaching methods. As such, I will be considering Interstellar in regards to both genre classifications and its education value in the context of science. There will be spoilers—so if you have not seen it, you might wish to hold off reading this essay.
While there have been numerous attempts to distinguish between science and fantasy, Roger Zelazny presents one of the most brilliant and concise accounts in a dialogue between Yama and Tak in Lord of Light. Tak has inquired of Yama about whether a creature, a Rakshasa, he has seen is a demon or not. Yama responds by saying, “If by ‘demon’ you mean a malefic, supernatural creature, possessed of great powers, life span and the ability to temporarily assume any shape — then the answer is no. This is the generally accepted definition, but it is untrue in one respect. … It is not a supernatural creature.”
Tak, not surprisingly, does not see the importance of this single untruth in the definition. Yama replies with “Ah, but it makes a great deal of difference, you see. It is the difference between the unknown and the unknowable, between science and fantasy — it is a matter of essence. The four points of the compass be logic, knowledge, wisdom, and the unknown. Some do bow in that final direction. Others advance upon it. To bow before the one is to lose sight of the three. I may submit to the unknown, but never to the unknowable”
In Lord of Light, the Rakshasa play the role of demons, but they are aliens—the original inhabitants of a world conquered by human colonists. As such, they are natural creatures and fall under the domain of science. While I do not completely agree with Zelazny’s distinction, I find it appealing and reasonable enough to use as the foundation for the following discussion of the movie.
Interstellar initially stays safely within the realm of science-fiction by staying safely within the sphere of scientific speculation regarding hypersleep, wormholes and black holes. While the script does take some liberties with the science, this is fine for the obvious reason that this is science fiction and not a science lecture. Interstellar also has the interesting bonus of having contributed to real science regarding the appearance of black holes. That aspect would provide some justification for showing it (or some of it) in a science class.
Another part of the movie that would be suitable for a science class are the scenes in which Murph thinks that her room might be haunted by a ghost. Cooper, her father, urges her to apply the scientific method to the phenomenon. Of course, it might be considered bad parenting for a parent to urge his child to study what might be a dangerous phenomenon in her room. Cooper also instantly dismisses the ghost hypothesis—which can be seen as being very scientific (since there has been no evidence of ghosts) to not very scientific (since this might be evidence of ghosts).
The story does include the point that the local school is denying that the moon-landings really occurred and the official textbooks support this view. Murph is punished at school for arguing that the moon landings did occur and is rewarded by Cooper. This does make a point about science denial and could thus be of use in the classroom.
Rather ironically, the story presents its own conspiracies and casts two of the main scientists (Brand and Mann) as liars. Brand lies about his failed equation for “good” reasons—to keep people working on a project that has a chance and to keep morale up. Mann lies about the habitability of his world because, despite being built up in the story as the best of the scientists, he cannot take the strain of being alone. As such, the movie sends a mixed-message about conspiracies and lying scientists. While learning that some people are liars has value, this does not add to the movie’s value as a science class film. Now, to get back to the science.
The science core of the movie, however, focuses on holes: the wormhole and the black hole. As noted above, the movie does stick within the realm of speculative science in regards to the wormhole and the black hole—at least until near the end of the movie.
It turns out that all that is needed to fix Brand’s equation is data from inside a black hole. Conveniently, one is present. Also conveniently, Cooper and the cool robot TARS end up piloting their ships into the black hole as part of the plan to save Brand. It is at this point that the movie moves from science to fantasy.
Cooper and TARS manage to survive being dragged into the black hole, which might be scientifically fine. However, they are then rescued by the mysterious “they” (whoever created the wormhole and sent messages to NASA).
Cooper is transported into a tesseract or something. The way it works in the movie is that Cooper is floating “in” what seems to be a massive structure. In “reality” it is nifty blend of time and space—he can see and interact with all the temporal slices that occurred in Murph’s room. Crudely put, it allows him to move in time as if it were space. While it is also sort of still space. While this is rather weird, it is still within the realm of speculative science fiction.
Cooper is somehow able to interact with the room using weird movie plot rules—he can knock books off the shelves in a Morse code pattern, he can precisely change local gravity to provide the location of the NASA base in binary, and finally he can manipulate the hand of the watch he gave his daughter to convey the data needed to complete the equation. Weirdly, he cannot just manipulate a pen or pencil to just write things out. But, movie. While a bit absurd, this is still science fiction.
The main problem lies with the way Cooper solves the problem of locating Murph at the right time. While at this point I would have bought the idea that he figured out the time scale of the room and could rapidly check it, the story has Cooper navigate through the vast time room using love as a “force” that can transcend time. While it is possible that Cooper is wrong about what he is really doing, the movie certainly presents it as if this love force is what serves as his temporal positioning system.
While love is a great thing, there are no even remotely scientific theories that provide a foundation for love having the qualities needed to enable such temporal navigation. There is, of course, scientific research into love and other emotions. The best of current love science indicates that love is a “mechanical” phenomena (in the philosophical sense) and there is nothing to even suggest that it provides what amounts to supernatural abilities.
It would, of course, be fine to have Cooper keep on trying because he loves his children—love does that. But making love into some sort of trans-dimensional force is clearly fantasy rather than science and certainly not suitable for a science lesson (well, other than to show what is not science).
One last concern I have with using the movie in a science class is the use of what seem to be super beings. While the audience learns little of the beings, the movie does assert to the audience that these beings can obviously manipulate time and space. They create the wormhole, they pull Cooper and TARS from a black hole, they send Cooper back in time and enable him to communicate in stupid ways, and so on. The movie also tells the audience the beings are probably future humans (or what humanity becomes) and that they can “see” all of time. While the movie does not mention this, this is how St. Augustine saw God—He is outside of time. They are also clearly rather benign and show demonstrate that that do care about individuals—they save Cooper and TARS. Of course, they also let many people die needlessly.
Given these qualities, it is easy to see these beings (or being) as playing the role of God or even being God—a super powerful, sometimes benign being, that has incredible power over time and space. Yet is fine with letting lots of people die needlessly while miraculously saving a person or two.
Given the wormhole, it is easy to compare this movie to Star Trek: Deep Space Nine. This show had wormhole populated by powerful beings that existed outside of our normal dimensions. To the people of Bajor, these beings were divine and supernatural Prophets. To Star Fleet, they were the wormhole aliens. While Star Trek is supposed to be science fiction, some episodes involving the prophets did blur the lines into fantasy, perhaps intentionally.
Getting back to Interstellar, it could be argued that the mysterious “they” are like the Rakshasa of Lord of Light in that they (or whatever) have many of the attributes of God, but are not supernatural beings. Being fiction, this could be set by fiat—but this does raise the boundary question. To be specific, does saying that something that has what appear to be the usual supernatural powers is not supernatural make it science-fiction rather than fantasy? Answering this requires working out a proper theory of the boundary, which goes beyond the scope of this essay. However, I will note that having the day saved by the intervention of mysterious and almost divinely powerful beings does not seem to make the movie suitable for a science class. Rather, it makes it seem to be more of a fantasy story masquerading as science fiction.
My overall view is that showing parts of Interstellar, specifically the science parts, could be fine for a science class. However, the movie as a whole is more fantasy than science fiction.