Arguing for Wisdom in the University: An Intellectual Autobiography

For 40?years I have argued that we urgently need to bring about a revolution in academia so that the basic task becomes to seek and promote wisdom. How did I come to argue for such a vast, wildly ambitious intellectual revolution? It goes back to my childhood. From an early age, I desired passionately to understand the physical universe. Then, around adolescence, my passion became to understand the heart and soul of people via the novel. But I never discovered how to tell stories in order to tell the truth. So, having failed to become a physicist, and failed to become a novelist, I studied philosophy at Manchester University and then, in 6?weeks of inspiration, discovered that the riddle of the universe is the riddle of our desires. Philosophy should be about how to live, and should not just do conceptual analysis. I struggled to reconcile the two worlds of my childhood ambitions, the physical universe and the human world. I decided they could be reconciled with one another if one regarded the two accounts of them, physics and common sense, as myths, and not as literal truths. But then I discovered Karl Popper: truth is too important to be discarded. I revised my ideas: physics seeks to depict truly only an aspect of all that there is; in addition, there is the experiential aspect of things??the world as we experience it. I was immensely impressed with Popper??s view that science makes progress, not by verification, but by ferocious attempted falsification of theories. I was impressed, too, with his generalization of this view to form critical rationalism. Then it dawned on me: Popper??s view of science is untenable because it misrepresents the basic aim of science. This is not truth as such; rather it is explanatory truth??truth presupposed to be unified or physically comprehensible. We need, I realized, a new conception of science, called by me aim-oriented empiricism, which acknowledges the real, problematic aims of science, and seeks to improve them. Then, treading along a path parallel to Popper??s, I realized that aim-oriented empiricism can be generalized to form a new conception of rationality, aim-oriented rationality, with implications for all that we do. This led on to a new conception of academic inquiry. From the Enlightenment we have inherited the view that academia, in order to help promote human welfare, must first acquire knowledge. But this is profoundly and damagingly irrational. If academia really does seek to help promote human welfare, then its primary tasks must be to articulate problems of living, and propose and critically assess possible solutions??possible actions, policies, political programmes, philosophies of life. The pursuit of knowledge is secondary. Academia needs to promote cooperatively rational problem solving in the social world, and needs to help humanity improve individual and institutional aims by exploiting aim-oriented rationality, arrived at by generalizing the real progress-achieving methods of science. We might, as a result, get into life some of the progressive success that is such a marked feature of science. Thus began my campaign to promote awareness of the urgent need for a new kind of academic inquiry rationally devoted to helping humanity create a wiser world.     

In Praise of Natural Philosophy: A Revolution for Thought and Life

Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today ?C the disparate endeavours ?C formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education, and for the entire academic endeavour, and its capacity to help us discover how to tackle more successfully our immense global problems.     

Perspectives on prediction: Does third-person imagery improve task completion estimates?

People typically underestimate the time necessary to complete their tasks. According to the planning fallacy model of optimistic time predictions, this underestimation occurs because people focus on developing a specific plan for the current task and neglect the implications of past failures to meet similar deadlines. We extend the classic planning fallacy model by proposing that a phenomenal quality of mental imagery – the visual perspective that is adopted – may moderate the optimistic prediction bias. Consistent with this proposal, participants in four studies predicted longer completion times, and thus were less prone to bias, when they imagined an upcoming task from the third-person rather than first-person perspective. Third-person imagery reduced people’s focus on optimistic plans, increased their focus on potential obstacles, and decreased the impact of task-relevant motives on prediction. The findings suggest that third-person imagery helps individuals generate more realistic predictions by reducing cognitive and motivational processes that typically contribute to bias.     

Grouping and binding in visual short-term memory

Findings of 2 experiments are reported that challenge the current understanding of visual short-term memory (VSTM). In both experiments, a single study display, containing 6 colored shapes, was presented briefly and then probed with a single colored shape. At stake is how VSTM retains a record of different objects that share common features: In the 1st experiment, 2 study items sometimes shared a common feature (either a shape or a color). The data revealed a color sharing effect, in which memory was much better for items that shared a common color than for items that did not. The 2nd experiment showed that the size of the color sharing effect depended on whether a single pair of items shared a common color or whether 2 pairs of items were so defined-memory for all items improved when 2 color groups were presented. In explaining performance, an account is advanced in which items compete for a fixed number of slots, but then memory recall for any given stored item is prone to error. A critical assumption is that items that share a common color are stored together in a slot as a chunk. The evidence provides further support for the idea that principles of perceptual organization may determine the manner in which items are stored in VSTM. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Prediction during statistical learning, and implications for the implicit/explicit divide

Accounts of statistical learning, both implicit and explicit, often invoke predictive processes as central to learning, yet practically all experiments employ non-predictive measures during training. We argue that the common theoretical assumption of anticipation and prediction needs clearer, more direct evidence for it during learning. We offer a novel experimental context to explore prediction, and report results from a simple sequential learning task designed to promote predictive behaviors in participants as they responded to a short sequence of simple stimulus events. Predictive tendencies in participants were measured using their computer mouse, the trajectories of which served as a means of tapping into predictive behavior while participants were exposed to very short and simple sequences of events. A total of 143 participants were randomly assigned to stimulus sequences along a continuum of regularity. Analysis of computer-mouse trajectories revealed that (a) participants almost always anticipate events in some manner, (b) participants exhibit two stable patterns of behavior, either reacting to vs. predicting future events, (c) the extent to which participants predict relates to performance on a recall test, and (d) explicit reports of perceiving patterns in the brief sequence correlates with extent of prediction. We end with a discussion of implicit and explicit statistical learning and of the role prediction may play in both kinds of learning.     

Preventive behaviour and health status among the elderly

Abstract

The research describes the range of preventive health behaviours undertaken by the elderly, investigates the dimensionality of preventive health behaviour, and explores the relationship between preventive health behaviour, self-assessed and medically assessed health status. Previous research has relied mainly on self-reports of health status. Data from medical examinations and interviews with 115 elderly individuals (aged 65–75) indicated that most elderly persons performed some intentional preventive health practices, as well as a broad range of normative preventive health practices. Particular clusters of preventive health behaviour emerged when the data were subjected to cluster analysis. A short index consisting of five personal preventive health behaviours found in other studies to have a protective effect on long-term health was found to have a low to moderate correlation with the medical and self-assessments of health status employed in the study. These findings indicate particular types of preventive health behaviour of importance for health promotion programmes with the elderly.     

Killing Versus Witnessing Trauma: Implications for the Development of PTSD in Combat Medics

Killing in combat uniquely predicts elevated PTSD symptomatology among military veterans. This study investigated the effects of combat killing in a sample of 345 U.S. Army combat medics who had recently returned from operational deployments to Iraq or Afghanistan. Combat medics provide frontline medical care before, during, and after battles but also fight alongside other soldiers when under attack. Attempting to kill in combat was a significant predictor of PTSD symptomatology even after accounting for passively witnessing trauma in fellow soldiers. Medics may be well prepared to cope with the passive experiencing and witnessing of war-zone trauma, but may benefit from training to cope with the negative consequences of taking actions to kill.     

AN EXTENDED BASIC SIGHT VOCABULARY FOR THE PRIMARY GRADES

Extant word lists are typically based on word frequency counts from various types of literature (e.g., basal readers, content textbooks, trade books, adult reading material). The word list described in this study was constructed by determining what words are commonly known (i.e., recognized in their written form) by beginning readers. Almost 7,000 primary grade children were tested for basic sight recognition of 1,800 high frequency words. Using a 90 percent minimum criterion (i.e., 90 percent or more of the students at each grade level recognized each word), a 1,683‐word list was established that consisted of 587 first‐grade words, 861 second‐grade words, and 235 third‐grade words. Implications and uses of the extended basic sight vocabulary are also discussed.