Author Archives: Eann Patterson

Illusion of self

A few weeks ago, I wrote that some neuroscientists believe consciousness arises from the synchronous firing of assemblies of neurons [see my post ‘Digital hive mind‘ on November 30th, 2016].  Since these assemblies exist for only a fraction of a second before triggering other ones that replace them, this implies that what you think of as ‘yourself’ is actually a continuously changing collection of connected neurons in your brain, or as VS Ramachandran has described it ‘what drives us is not a self – but a hodgepodge of processes inside the skull’.

According to Kegan’s schema of cognitive development, new born babies perceive the world as an extension of themselves.  However, as our consciousness develops, the idea of a ‘self’ evolves as a construct of the brain that allows us to handle the huge flow of sensory inputs arriving from our five senses and we begin to separate ‘self’ from the objects around us.  This leads to us perceiving the world around us as separate to us but there to serve our needs, which we see as paramount.  Fortunately, the vast majority of us (more than 90%) move beyond this state and our relationships with other people become the dominant driver of our actions and identity.  Some people (about 35%) can separate their relationships and identity from ‘self’ and hence are capable of more nuanced decision-making – this is known as the Institutional stage. About one percent of the population are capable holding many identities and handling the paradoxes that arise from deconstructing the ‘self’ in the Inter-individual stage.

Of course, Kegan’s stages of cognitive development are also a construct to helps us describe and understand the behaviour and levels of cognition observed in those around us.  There is some evidence that deeper more complex thought processes, associated with higher levels of cognition, involve the firing of larger, more widespread assemblies of neurons across the brain; and perhaps these larger neuronal assemblies are self-reinforcing; in other words, the more we think deeply the more capable we are of thinking deeply and, just occasionally, this leads to an original thought.  And, maybe the one percent of individuals who are capable of handling paradoxical thoughts have brains capable of sustaining multiple large neuronal assemblies.  A little bit like lightning triggered from multiple points in the sky during a (brain)storm.

How does this relate to engineering?  Well, we touch on Kegan’s stages of cognitive development in our continuing professional development courses [see my post on ‘Technology Leadership’ on January 18th, 2017] for engineers and scientists aspiring to become leaders in research and development because we want to advance their cognitive development and, also allow them to lead teams consisting of individuals at the institutional and inter-individual stages that will be capable of making major breakthroughs.

Sources:

V.S. Ramachandran, ‘In the hall of illusions’, in ‘We are all stardust‘ by Stefan Klein, London: Scribe, 2015.

Kegan, R., In over our heads: the mental demands of modern life, Cambridge, MA: Harvard University Press, 1994.

Kegan, R., The evolving self: problem and process in human development, Cambridge, MA: Harvard University Press, 1982.

Did cubism inspire engineering analysis?

Bottle and Fishes c.1910-2 Georges Braque 1882-1963 Purchased 1961 http://www.tate.org.uk/art/work/T00445

Bottle and Fishes c.1910-2 Georges Braque 1882-1963 Purchased 1961 http://www.tate.org.uk/art/work/T00445

A few weeks ago we went to the Tate Liverpool with some friends who were visiting from out of town. It was my second visit to the gallery in as many months and I was reminded that on the previous visit I had thought about writing a post on a painting called ‘Bottle and Fishes’ by the French artist, Georges Braque.  It’s an early cubist painting – the style was developed by Picasso and Braque at the beginning of the last century.  The art critic, Louis Vauxcelles coined the term ‘cubism’ on seeing some of Braque’s paintings in 1908 and describing them as reducing everything to ‘geometric outlines, to cubes’.  It set me thinking about how long it took the engineering world to catch on to the idea of reducing objects, or components and structures, to geometric outlines and then into cubes.  This is the basis of finite element analysis, which was not invented until about fifty years after cubism, but is now ubiquitous in engineering design as the principal method of calculating deformation and stresses in components and structures.  An engineer can calculate the stresses in a simple cube with a pencil and paper, so dividing a structure into a myriad of cubes renders its analysis relatively straightforward but very tedious.  Of course, a computer removes the tedium and allows us to analyse complex structures relatively quickly and reliably.

So, why did it take engineers fifty years to apply cubism?  Well, we needed computers sufficiently powerful to make it worthwhile and they only became available after the Second War World due to the efforts of Turing and his peers.  At least, that’s our excuse!  Nowadays the application of finite element analysis extends beyond stress fields to many field variables, including heat, fluid flow and magnetic fields.

Technology leadership

zennor head

Some of us have followed compassionate, courageous, transformative leaders and some of us aspire to be this type of leader.  Good leadership results in teams to which people want to belong and can transform an organization.  However, good leaders are remarkably rare, at least in science and engineering.  Is that because leaders are born rather than created?  This is part of the nature versus nurture debate and recent research, reported in Nature Genetics, suggests that the influence of genetics and environment on human traits is pretty much equal, based on a fifty-year study of 1.4 million twin pairs.  This implies that there is opportunity to nurture leaders and as individuals to hone our leadership skills, which is something I have working on recently.

Over the past fifteen months I have been working, with colleagues from one of the UK’s national laboratories, on developing a set of new courses to support aspiring leaders in research and development organizations.  Last semester we offered these courses as credit-bearing continuous professional development (CPD) for the national lab’s employees.  You can enroll on the next offering of the courses next semester if you can get to London one day each month from March to June [sciencetechnologyleadership.wordpress.com].  If you joined us then you would be involved in discussions about: gathering, using and presenting evidence; marrying detailed evidence with a ‘big picture’ perspective; communicating using concise narratives; thinking ‘just’ out-of-the box and challenging the norm; as well as personal integrity and doing the right thing.  To stimulate these discussions, we’ll ask you to read books such as ‘The Five Dysfunctions of a Team‘  by Patrick Lencioni, ‘The Complete Cosmicomics‘ by Italo Calvino and ‘We Are All Stardust‘ by Stefan Klein.  You will have noticed the influence of the last two books in posts on this blog during 2016 and you can expect a few more in 2017!

Engineers and scientists need to work in teams nowadays and someone needs to lead these teams; however our education as scientists and engineers tends to focus on management without examining the skills associated with successful leadership.  Management is about organising resources and tasks whereas leadership is about inspiring and motivating people.  The analytical skills honed by a technical education equip us well to perform management tasks but prepare us poorly for leadership roles in which nothing is well-defined or easily described.

Sources:

Polderman TJC, Benyamin B, de Leeuw CA, Sullivan PF, van Bochoven A, Visscher PM, Posthuma D, Meta-analysis of the heritability of human traits based on fifty years of twin studies, Nature Genetics, 47: 702–709 (2015).

Patrick Lencioni, The five dysfunctions of a team, Lafayette, CA: Table Group Inc.,

Italo Calvino, The Complete Cosmicomics, London: Penguin Books, 2002.

Stefan Klein, We are all stardust, London: Scribe, 2015.

 

Traditionalist tendencies revealed

Thank you for the supportive comments in response to my post on January 4th about to blog or not to blog [see ‘A tiny contribution to culture?‘].  They dispelled any lingering doubts about continuing to write every week.  When I first started writing this blog, I didn’t have an editor.  Then, for a while an English literature graduate, who I know well, acted as my editor.  He didn’t run off with the butler but his enthusiasm waned and I am very grateful to my current editor, who ensures that my narrative threads are not severed or [too] tangled and my sentences are complete.

Feedback is a tricky thing because often it only comes from a small but vocal minority; so, how much notice should one take of it?  We live in a world where the ‘customer’ is always right and a response to feedback is often an expectation.  I felt some pressure to respond to last week’s comments and they were positive – it becomes almost an imperative when the comments are negative, even when expressed by a tiny minority of ‘customers’.  This might be appropriate if you are running a hotel or an automotive service department but seems inappropriate in other settings, such as education.  Engineering students need to develop creative problem-solving skills and research shows that students tend to jump into algebraic manipulation whereas experts experiment to find the best approach.  This means that engineering students need to become comfortable with the slow and uncertain process of creating representations and exploring the space of possibilities, which is achieved through extensive practice, according to Martin and Schwartz. Not surprisingly, most students find this difficult but are uncomplaining; however, for some it is not to their liking and they provide, often vocal, feedback along these lines.  This is fine and to be expected.  However, in the post-truth world of higher education, many administrators and governments appear to value the views of these vocal students more highly than the experts delivering the education – at least so it seems much of the time.

I am not suggesting that we shouldn’t evaluate the quality of educational provision but perhaps it would be more appropriate to ask our students after they have had the opportunity to experience the impact of their education on their post-university life as well as considering the impact of our students on society.  Of course, this would be much more difficult for administrators than collating a set of on-line questionnaires each term.  However, it would have a longer time constant which would be more conducive to evolutionary rather than revolutionary changes in curricula and pedagogy.  Now I sound like a traditionalist when I have been trying so hard to be a post-modernist!

References

Martin L & Schwartz DL, A pragmatic perspective on visual representation and creative thinking, Visual Studies, 29(1):80-93, 2014.

Martin L & Schwartz DL, Prospective adaptation in the use of external representations, Cognition and Instruction, 27(4):370-400, 2009.