To paraphrase the Black Belt Bayesian: Behind every exciting, dramatic failure, there is a more important story about a larger and less dramatic failure that made the first failure possible.
If every trace of religion was magically eliminated from the world tomorrow, then—however much improved the lives of many people would be—we would not even have come close to solving the larger failures of sanity that made religion possible in the first place.
We have good cause to spend some of our efforts on trying to eliminate religion directly, because it is a direct problem. But religion also serves the function of an asphyxiated canary in a coal mine—religion is a sign, a symptom, of larger problems that don't go away just because someone loses their religion.
Consider this thought experiment—what could you teach people that is not directly about religion, which is true and useful as a general method of rationality, which would cause them to lose their religions? In fact—imagine that we're going to go and survey all your students five years later, and see how many of them have lost their religions compared to a control group; if you make the slightest move at fighting religion directly, you will invalidate the experiment. You may not make a single mention of religion or any religious belief in your classroom, you may not even hint at it in any obvious way. All your examples must center about real-world cases that have nothing to do with religion.
If you can't fight religion directly, what do you teach that raises the general waterline of sanity to the point that religion goes underwater?
Here are some such topics I've already covered—not avoiding all mention of religion, but it could be done:
- Affective Death Spirals—plenty of non-supernaturalist examples.
- How to avoid cached thoughts and fake wisdom; the pressure of conformity.
- Evidence and Occam's Razor—the rules of probability.
- The Bottom Line / Engines of Cognition—the causal reasons why Reason works.
- Mysterious Answers to Mysterious Questions—and the whole associated sequence, like making beliefs pay rent and curiosity-stoppers—have excellent historical examples in vitalism and phlogiston.
- Non-existence of ontologically fundamental mental things—apply the Mind Projection Fallacy to probability, move on to reductionism versus holism, then brains and cognitive science.
- The many sub-arts of Crisis of Faith—though you'd better find something else to call this ultimate high master-level technique of actually updating on evidence.
- Dark Side Epistemology—teaching this with no mention of religion would be hard, but perhaps you could videotape the interrogation of some snake-oil sales agent as your real-world example.
- Fun Theory—teach as a literary theory of utopian fiction, without the direct application to theodicy.
- Joy in the Merely Real, naturalistic metaethics, etcetera etcetera etcetera and so on.
But to look at it another way—
Suppose we have a scientist who's still religious, either full-blown scriptural-religion, or in the sense of tossing around vague casual endorsements of "spirituality".
We now know this person is not applying any technical, explicit understanding of...
- ...what constitutes evidence and why;
- ...Occam's Razor;
- ...how the above two rules derive from the lawful and causal operation of minds as mapping engines, and do not switch off when you talk about tooth fairies;
- ...how to tell the difference between a real answer and a curiosity-stopper;
- ...how to rethink matters for themselves instead of just repeating things they heard;
- ...certain general trends of science over the last three thousand years;
- ...the difficult arts of actually updating on new evidence and relinquishing old beliefs;
- ...epistemology 101;
- ...self-honesty 201;
- ...etcetera etcetera etcetera and so on.
When you consider it—these are all rather basic matters of study, as such things go. A quick introduction to all of them (well, except naturalistic metaethics) would be... a four-credit undergraduate course with no prerequisites?
But there are Nobel laureates who haven't taken that course! Richard Smalley if you're looking for a cheap shot, or Robert Aumann if you're looking for a scary shot.
And they can't be isolated exceptions. If all of their professional compatriots had taken that course, then Smalley or Aumann would either have been corrected (as their colleagues kindly took them aside and explained the bare fundamentals) or else regarded with too much pity and concern to win a Nobel Prize. Could you—realistically speaking, regardless of fairness—win a Nobel while advocating the existence of Santa Claus?
That's what the dead canary, religion, is telling us: that the general sanity waterline is currently really ridiculously low. Even in the highest halls of science.
If we throw out that dead and rotting canary, then our mine may stink a bit less, but the sanity waterline may not rise much higher.
This is not to criticize the neo-atheist movement. The harm done by religion is clear and present danger, or rather, current and ongoing disaster. Fighting religion's directly harmful effects takes precedence over its use as a canary or experimental indicator. But even if Dawkins, and Dennett, and Harris, and Hitchens should somehow win utterly and absolutely to the last corner of the human sphere, the real work of rationalists will be only just beginning.
Part of the sequence The Craft and the Community
Next post: "A Sense That More Is Possible"
(start of sequence)
It seems to me that the principal issue is that, even if you know all those things... that doesn't guarantee that you're actually applying them to your own beliefs or thought processes. There is no "view source" button for the brain, nor even a way to get a stack trace of how you arrived at a particular conclusion... and even if there were, most of us, most of the time, would not push the button or look at the trace, if we were happy with our existing/expected results.
In addition, most people are astonishingly bad at reasoning from the general to the specific... which means that if you don't mention religion explicitly in your hypothetical course, very few people will actually apply the skills in a religious context... especially if that part of their life is working out just fine, from their point of view.
It may be fictional evidence, but I think S.P. Somtow's idea that "The breaking of joy is the beginning of wisdom" has some applicability here... as even highly-motivated individuals have trouble learning to see their beliefs, as beliefs -- and therefore subject to the skills of rationality.
That is, if you think something is part of the territory, you're not going to apply something you think of as map-reading skills.
Hm, in fact, here's an interesting example. One of my students in the Mind Hackers' Guild just posted to our forum, complaining that by eliminating all his negative motivation regarding work, he now had no positive motivation either. But it was not apparent to him that the very fact he considered this a problem, was also an example of negative motivation.
That's because even though I teach people that ALL negative motivation is counterproductive for achieving long-term, directional goals (as opposed to very short-term or avoidance goals), people still assume that "negative motivation" means "motivations I don't like, or already know are irrational"... and so they make exceptions for all the things they think are "just the way it is". (Like in this man's case, an irrational fear linked to his need to "pay the bills".)
And this happens routinely with people, no matter how explicitly and repeatedly I state that, "no, you have to include those too". It seems like people still have to go through the process at least once or twice with someone pointing one of these out, before they "get it" that those other motivations also "count".
Heck, truth be told, I still sometimes take a while to find what hidden assumption in my thinking is leading to interference... even at times when I'd happily push the "view source" button or look at the stack trace... if only that were possible.
But since I routinely and trivially notice these map-territory confusions when my students do them, even without a view-source button -- heck, I can spot them from just a few words in the middle of their forum posts! -- I have to conclude that there is something innate at issue, besides me just not being a good enough teacher. After all, if I can spot these things in them, but not me, there must be some sort of bias at work.