Steven Pinker: «Less Faith, More Reason»

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The report introduces scientific knowledge as follows: “Science and technology directly affect our students in many ways, both positive and negative: they have led to life-saving medicines, the internet, more efficient energy storage, and digital entertainment; they also have shepherded nuclear weapons, biological warfare agents, electronic eavesdropping, and damage to the environment.”

Well, yes, and I suppose one could say that architecture has produced both museums and gas chambers, that opera has both uplifted audiences and inspired the Nazis, and so on. It makes it sound as if the choice between science and technology on the one hand, and superstition and ignorance on the other, is a moral toss-up! Of course students should know about both the bad and good effects of technology. But this hardly seems like the best way for a great university to justify the teaching of science.

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Missing from the report is a sensitivity to the ennobling nature of knowledge: to the inherent value, with consequences too far-reaching to enumerate, of understanding how the world works. For one thing, it is a remarkable fact that we have come to understand as much as we do about the natural world: the history of the universe and our planet, the forces that make it tick, the stuff we’re made of, the origin of living things, and the machinery of life, including our own mental life.

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Also, the picture of humanity’s place in nature that has emerged from scientific inquiry has profound consequences for people’s understanding of the human condition. The discoveries of science have cascading effects, many unforeseeable, on how we view ourselves and the world in which we live: for example, that our planet is an undistinguished speck in an inconceivably vast cosmos; that all the hope and ingenuity in the world can’t create energy or use it without loss; that our species has existed for a tiny fraction of the history of the earth; that humans are primates; that the mind is the activity of an organ that runs by physiological processes; that there are methods for ascertaining the truth that can force us to conclusions which violate common sense, sometimes radically so at scales very large and very small; that precious and widely held beliefs, when subjected to empirical tests, are often cruelly falsified.

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First, the word “faith” in this and many other contexts, is a euphemism for “religion.” An egregious example is the current administration’s “faith-based initiatives,” so-named because it is more palatable than “religion-based initiatives.” A university should not try to hide what it is studying in warm-and-fuzzy code words.

Second, the juxtaposition of the two words makes it sound like “faith” and “reason” are parallel and equivalent ways of knowing, and we have to help students navigate between them. But universities are about reason, pure and simple. Faith—believing something without good reasons to do so—has no place in anything but a religious institution, and our society has no shortage of these. Imagine if we had a requirement for “Astronomy and Astrology” or “Psychology and Parapsychology.” It may be true that more people are knowledgeable about astrology than about astronomy, and it may be true that astrology deserves study as a significant historical and sociological phenomenon. But it would be a terrible mistake to juxtapose it with astronomy, if only for the false appearance of symmetry.

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For us to magnify the significance of religion as a topic equivalent in scope to all of science, all of culture, or all of world history and current affairs, is to give it far too much prominence. It is an American anachronism, I think, in an era in which the rest of the West is moving beyond it.

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(Steven Pinker; ler na íntegra.)