Category Archives: Real life

Knowledge explosions

Photo credit: Tom

When the next cohort of undergraduate students were born, Wikipedia had only just been founded [January 2001] and Google had been in existence for just over a decade [since 1998].  In their lifetime, the number of articles on Wikipedia has grown to nearly 6 million in the English language, which is equivalent to 2,500 print volumes of the Encyclopedia Britannica, and counting all language editions there are 48 million articles.  When Leonardo Da Vinci was born in 1452, Johan Gutenberg had just published his first Bible using moveable type.  By the time Leonardo Da Vinci was 20 years old, about 15 million books had been printed which was more than all of the scribes in Europe had produced in the previous 1500 years.  Are these comparable explosions in the availability of knowledge?  The proportion of the global population that is literate has changed dramatically from about 2%, when Leonardo was alive, to over 80% today which probably makes the arrival of the internet, Wikipedia and other online knowledge bases much more significant than the invention of the printing press.

Today what matters is not what you know but what you can do with the knowledge because access to the internet via your smart phone has made memorisation redundant.

Pluralistic ignorance

This semester I am teaching an introductory course in Thermodynamics to undergraduate students using a blended learning approach [see ‘Blended learning environments‘ on November 14th, 2018].  The blend includes formal lectures, example classes, homework assignments, assessed coursework questions and an on-line course, which I delivered as a MOOC a couple of years ago [see ‘Engaging learners on-line‘ on May 25th, 2016].  It is not unusual in a large class, nearly two hundred students this year, that no one asks questions during the lecture; although, at the end of each lecture and example class, a small group of students with questions always forms.  The on-line course has extensive opportunities for asking questions and discussing issues with the instructor and fellow learners.  These opportunities  were used heavily when the course was offered as a MOOC  with 6600 comments posted or 1 every 7.7 minutes!  However, this year the undergraduates have not made any on-line comments and it was a similar situation last year.  Is this a case of pluralistic ignorance?  The term was coined by psychologists Daniel Katz and Floyd Henry Allport in 1931 to describe students who pretend to understand everything explained in class and don’t ask any questions because they believe everyone else in the class has understood everything and they don’t want to damage their reputation with their peers.  Perhaps we have all done it and been very grateful when someone has asked the question that we wanted to ask but did not dare.  Would be it ethical to pretend to be a student and post questions on-line that I know from the MOOC they are likely to want to ask?

Sources:

Patterson EA, Using everyday engineering examples to engage learners on a massive open online course, IJ Mechanical Engineering Education, in press.

Katz D & Allport FH, Students’ attitude, Syracuse, NY: Craftsmann, 1931.

Origgi G, Reputation: what it is and why it matters, Princeton, NJ: Princeton University Press, 2018.

Image: Author speaking at National Tsing Hua University, Taiwan

Is there a real ‘you’ or ‘I’?

I have written recently about time and consciousness [see ‘Time at the heart of our problems‘ on January 30th, 2019 and ‘Limits of imagination‘ on February 13th, 2019].  We perceive some things as almost constant or changeless, such as trees and landscapes; however, that is just a consequence of our perception of time.  Nothing that is in equilibrium, and hence unchanging, can be alive.  The laws of thermodynamics tell us that disequilibrium is fundamental in driving all processes including life.  Our perception of experience arises from registering changes in the flow of sensory information to our brains and as well as changes in the networks of neurons in our brains.  Hence, both time and complexity appear to be essential ingredients for consciousness. Even when we sit motionless watching an apparently unchanging scene, as a consequence of the endless motion of connections and signals in our brains, our minds are teeming with activity, churning through great jumbles of ideas, memories and thoughts.  Next time you are sitting quietly, try to find ‘you’; not the things that you do or experience but the elusive ‘I’.  We assume that the elusive ‘I’ is there, but most of us find nothing when we look for it.  Julian Baggini has suggested that the “I” is ‘a nothing, contentless centre around which experiences flutter like butterflies.’

Sources:

Baggini J, The pig that wants to be eaten and 99 other thought experiments, London: Granta Publications, 2008.

Czerski H, Storm in a teacup:the physics of everyday life, London: Penguin Random House, 2016.

Godfrey-Smith P, Other minds: the octopus and the evolution of intelligent life, London: William Collins, 2018.

Rovelli C, Seven brief lessons on physics, London, Penguin Books. 2016.

Planetary Emergency

Global energy budget from Trenberth et al 2009

This week’s lecture in my thermodynamics course for first-year undergraduate students was about thermodynamic systems and the energy flows in and out of them. I concluded the lecture by talking about our planet as a thermodynamic system using the classic schematic in the thumbnail [see ‘Ample sufficiency of solar energy‘ on October 25th, 2017 for more discussion on this schematic].  This is usually a popular lecture but this year it had particular resonance because of the widely publicised strikes by students for action on climate change.  I have called before for individuals to take responsibility given the intransigence of governments [see ‘Are we all free riders‘ on June 6th, 2016 or ‘New Year Resolution‘ on December 31st, 2014]; so, it is good to see young people making their views and feelings known.

Weather-related events, such as widespread flooding and fires, are reported so frequently in the media that perhaps we have started to ignore them as portents of climate change.  For me, three headlines events have reinforced the gravity of the situation:

  1. The publication earlier this month of a joint report by UNICEF and the Royal College of Paediatrics and Child Health that air pollution in the UK so high that it is infringing the fundamental rights of children to grow up in a clean and safe environment; and, under the Government’s current plans, air pollution in the UK is expected to remain at dangerous levels for at least another 10 years.
  2. The warning earlier this month from the Meteorological Office in London that global warming could exceed 1.5C above pre-industrial levels within five years.  In my lecture, I highlighted that a 2C rise would be equal to the temperature 3 million years ago when sea levels were 25 to 35m high; and, a 1m rise in sea level would displace 145 million people globally [according to Blockstein & Weigmann, 2010].
  3. The suspension of construction of the new nuclear power station on Anglesey by Hitachi, which leaves the UK Government’s energy strategy in disarray with only one of the six planned new power stations under construction.  This leaves the UK unable to switch from fossil-fuelled to electric vehicles and dependent on fossil fuel to meet current electricity demand.

I apologise for my UK focus this week but whereever you are reading this blog you could probably find similar headlines in your region.  For instance, the 2016 UNICEF report states that one in seven children worldwide live in toxic air and air pollution is a major contributing factor in the deaths of around 600,000 children under five every year.  These three headlines illustrate that there is a planetary emergency because climate change is rapidly and radically altering the ecosystem with likely dire consequences for all living things; that despite a near-existential threat to the next generation as a consequence of air pollution most governments are effectively doing nothing; and that in the UK we are locked into a fossil-fuel dependency for the foreseeable future due to a lack of competent planning and commitment from the government which will compound the air pollution and climate change problems.

Our politicians need to stop arguing about borders and starting worrying about the whole planet.  We are all in this together and no man-made border will protect us from the impact of making the planet a hostile environment for life.