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Mathematics and Morality

Want to do the right thing? Do the math

   Andrew Fiala

Originally published 2012-08-25

As kids tune up their calculators and complain about their math homework, let’s consider the moral value of mathematics. It is widely known that American students struggle with math and are being outperformed by kids in other countries. In response, President Obama plans to contribute $1 billion to support expert math and science teachers.

Is this a wise investment? Why do we put children through the math wringer: hammering them with algebra, geometry, trigonometry and calculus? At least one pundit has claimed that all of this is cruel and unnecessary.

In a recent essay in The New York Times, Andrew Hacker — a professor at the City University of New York — questioned the need for advanced mathematics. Hacker claimed, “Algebra is an onerous stumbling block for all kinds of students.” He argued that the solution was to change our emphasis on higher mathematics, focusing less on algebra and more on applied quantitative skills.

While I smiled at Hacker’s claim that “poets and philosophers” do not really need to do calculus, I suspect that higher mathematics remains useful. This is not because we use algebra or trigonometry in daily life, but because training in mathematics, like training in music or a foreign language, helps us hone our mental skills. Most adults don’t play the French horn they practiced in middle school, or speak the French they learned in high school. But we are better for having studied these things. Mathematics, like music, is a new language. To learn it, you have to apply abstract rules, think creatively, problem solve, and practice and persevere.

Morality seems to require the same ability to apply abstract rules that we associate with mathematics. Morality involves problem solving, as we come to see how the rules ought to be applied in a variety of complex cases. Of course, ethics involves more than following rules. Moral acuity also involves an emotional and empathetic element. It is a bit more like music in this regard. But as in music, creative and emotional responses must be grounded in a basic understanding of the principles and rules of the art.

The ancient Greeks thought that there was a connection between mathematics (and music) and morality. Plato’s school — the Academy in Athens — was said to have a sign on the door that read, “Let no one ignorant of geometry enter.” The path to enlightenment, for Plato, was prepared by mathematical insight. Mathematics provides rigorous discipline for the mind, which leads to higher wisdom.

There is a parallel between the orderly procedures of mathematical reasoning and the orderliness of a virtuous life. The Greeks thought that a good life was properly proportioned, with each part in its place. Aristotle taught that virtue was a “golden mean,” the middle or average amount: not too much, not too little. He defined justice as giving “equal to equals.” In order to distribute things fairly, you need to understand math.

There is also an analogy between mathematical and moral knowledge. Everyone agrees that 2+2=4. You don’t have to test this claim against the world. Rather, it is true for everyone, at all times, known with certainty. Plato thought moral knowledge was like that: universal and innate.

Unfortunately, people often disagree about morality. Some people don’t eat meat; others do. Some get abortions; others don’t. And so on. Moral principles appear to be quite different from mathematical truths, insofar as people vigorously debate them, even killing one another over them. This leads some people to skepticism about morality. It might be that there are no universally valid moral principles.

But someone like Plato might respond by saying that just as we can make mistakes in “doing the math,” we can also make mistakes in “doing morality.” Disagreement does not prove there is no right answer. If a child adds 2 and 2 and ends up with 5, we don’t give up on mathematics. Instead, we teach him or her how to do it right. And when children have good teachers and do their homework, their math skills improve.

Morality may be similar. We need good teachers who correct our mistakes and teach us how to do better. And, of course, we all need to keep practicing our instruments and doing our homework.

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Sport, Morality, and Trying your best

In life, morality requires a determined effort

   Andrew Fiala

Fresno Bee 2012-08-11

It is often good strategy not to try your best. Several athletes in the London Olympics have reminded us of this. The most notorious case involved badminton players who tried to lose their games, hoping to draw preferred opponents later. The players were officially reprimanded.

Another athlete, Taoufik Makhloufi from Algeria, was disqualified for not trying hard enough in an 800 meter race. He had stopped running because of pain in his knee, which he didn’t want to interfere with a later race. After an appeal, he was reinstated.

We don’t like to admit it, but it is often good strategy not to try your hardest. In swimming and track, sometimes it is wise for an athlete to ease off in qualifying heats in order to save energy for later races. Even worse, sometimes it is good strategy to try to fail. During one of the Olympic cycling races, a British cyclist crashed on purpose in order to get a restart on the race that would benefit his team. His team went on to win the gold medal.

A variety of sports have rules that allow for strategically valuable failures. In baseball, pitchers walk some batters intentionally, rather than trying to pitch to them. In football, quarterbacks throw the ball out of bounds rather than trying to force a completion. In basketball, players try to commit fouls in the waning seconds of a half. Sometimes it is better not to try at all. In sports like gymnastics, trying and failing can leave you with a broken neck.

Knowing when to give up trying is also a good skill in business. Bankruptcy filings can reflect smart decisions about giving up. Successful people have a knack for knowing when to try, how hard to try and when to walk away from things that are not working.

Even though it is sometimes wise not to try your hardest, “not trying” runs counter to a basic moral intuition. We like to think that you should always try your hardest. We tell our children this. The Cub Scout motto is: “Try your best.”

One version of morality focuses entirely on effort. Since we do not have direct control over consequences and outcomes, it seems reasonable to focus on effort and will. This view is associated with the German philosopher Kant. Kant explained that even if you suffered misfortunes, your good will would remain: “Like a jewel, it would still shine by its own light, as a thing which has its whole value in itself.”

The problem is, however, that it is difficult to measure “trying.” How do we know how hard we tried? There is a lot of self-deception and rationalization involved in assessing effort. How do we know how hard an athlete or a co-worker is trying?

Furthermore, the notion that you “tried your best” is often a consolation when you have lost. “Well, at least I tried,” you tell yourself as you stumble across the finish line in the back of the pack. It is often deflationary to tell someone to “go out there and try your best.” That’s the sort of thing we say to people when we expect them to lose.

There is a humane spirit behind praising people for “trying their best.” Sometimes people give up too easily in the face of small obstacles or minor inconveniences. Perseverance is admirable.

But “trying your best” is often not enough. Perseverance without accomplishment is nothing to brag about. We don’t have much patience with people who use “trying their best” as an excuse for poor performance or as a rationalization for moral failure.

There is some truth to the old saying that the road to hell is paved with good intentions. And apparently, the road to Olympic victory is paved with strategic effort: knowing when to try and when to ease up.

But life is not sports. Living well involves more than strategic effort. Morality requires determined effort. We value love, loyalty, fidelity, fortitude and resolve because we know that it is often too easy to give up trying. And we tend to reserve moral praise for those who try their hardest, even when good strategy might point in the other direction.

 

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The Morality of Cockfighting

Should eaters of chicken decry cockfighting?

Andrew Fiala

Originally published Fresno Bee 2012-07-14

Human relations with animals are complex and laden with cultural significance. Americans dote upon our pets. We also like to eat meat. Many of us enjoy hunting. But public opinion has turned against animal blood sports, which were once forms of popular entertainment.

The most obvious case of our changing view of animals is the crackdown on cockfighting. Last week, for example, in Tulare County, police arrested the people who sell the sharp knives that are attached to the fighting roosters. Later that week, the police busted five people at a cockfight — again in Tulare County. At the beginning of July, the state Assembly unanimously agreed to double the fine for cockfighting and other animal fighting. The U.S. Senate has included an anti-animal fighting provision as part of this year’s national Farm Bill. Even Michael Vick, the former dogfighter, has called for stiffer cockfighting penalties.

So what’s so bad about cockfighting? Well, it can be dangerous to humans. A Bakersfield man bled to death last year after he was cut by a rooster’s knife. Cockfighting is also linked to other illicit activities: gambling, gangs, and drugs.

But defenders of cockfighting argue that the cockfight is an important part of some cultures. Cockfighting is a popular in Asia, some Pacific islands, and in parts of Latin America. On one interpretation, the sport is a celebration of masculine values: courage, fierceness, strength, and pride.

The ancient Greeks trained fighting birds. American Presidents — Washington, Jefferson, and Lincoln — were supposedly involved in the sport. Lincoln is supposed to have defended cockfighting by saying, “As long as the Almighty has permitted intelligent men, created in his likeness to fight in public and kill each other while the world looks on approvingly, it’s not for me to deprive the chickens of the same privilege.”

This apocryphal quote makes you wonder whether there is much difference between watching a cockfight and a human fight. It is socially acceptable to cheer at human boxing matches and cage fights. But why then is it not acceptable to cheer on fighting roosters?

Perhaps the problem with cockfighting is that, unlike human fighting, the roosters fight to the death. But chicken killing does not bother most of us. According to the National Chicken Council, Americans consume 9 billion chickens per year — 83 pounds of chicken per capita every year. Hundreds of birds are killed every second to feed our appetite for chicken. So why should we worry about cockfighting?

I talked about these points with Andrew Fenton, an expert on animal ethics who is also my colleague in the Philosophy Department at Fresno State. Professor Fenton reminded me of the need to be sensitive to the values of the communities involved in the sport. Cockfighting is associated with minority and immigrant subcultures living in rural communities. Fenton suggested that there may be ways to help those in animal fighting subcultures see — on their own terms — that animal cruelty is wrong. But at the end of the day, cultural sensitivity is no excuse for cruelty.

Fenton is critical of both cockfighting and intensive animal agriculture. Both practices involve manipulating animals in unnatural ways for human enjoyment. He claims that a more “agrarian ethic” would care for the natural needs of animals.

Fenton pointed out similarities between the way that cockfighters breed and train ferocious roosters and the way that the poultry industry breeds delicious and fast-growing broilers. Fenton concluded, “Intensive animal farming is not any less cruel than cockfighting.”

Fenton further pointed out that while it is appropriate to be outraged by the visible cruelty of the cockfight, there is quite a bit of cruelty that remains invisible to us. Those who will suffer most from the crackdown on cockfighting will be the invisible among us: immigrants and others for whom animal blood sports are culturally significant.

Humans are thrilled by fighting sports and spilled blood. We also like to eat meat. Our food choices and sporting preferences have deep cultural significance for us. Perhaps eliminating cockfighting is a step in the right direction. But we still need more critical insight into our appetite for meat, our fascination with blood sports, and the cultural traditions that influence our thinking about these things.

 

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Olympic Athlete Pistorius and Fairness

Olympic athlete raises complex issue of fairness

   Andrew Fiala

Fresno Bee 2012-07-28

We are born into this life without any choice about our bodies or our social situation. Some are born rich, tall and good looking. Others are born poor, unhealthy or disabled. From a certain perspective, life just isn’t fair. But technology can help to make it fairer.

That’s one lesson to be drawn from the story of Oscar Pistorius, a South African Olympian who was born without fibulas — the bones in his lower legs. In London, he will run the 400 on carbon fiber blades.

While Pistorius’ success is an inspiration, some worry that permitting this technological boost will undermine the purity of the sport of running. Others have complained that his prosthetic legs give him an unfair advantage.

Scientific American recently examined this question. Pistorius uses less energy, due to the elastic action of the blades. His lower “legs” are lighter than those of other runners; and they do not tire. But Pistorius must compensate for the light springiness of his legs by bearing down on his prostheses in a way that no other runner must do.

Scientists were unable to answer the vexing question of whether Pistorius was on a “level playing field” with other runners. The concept of a “level playing field” is a fuzzy one that points beyond science to a variety of ethical issues. I asked professor Jeffrey Fry, an expert on the philosophy of sport at Ball State, about this issue. Fry reminded me of the difficulty of defining justice and the idea of a level playing field in sports.

Since Aristotle, justice has been defined as treating similar people similarly and treating dissimilar people differently. Faster runners receive medals, while the losers receive nothing. The purpose of the game is to differentiate among people. It is not unfair that the winners are rewarded. But we also think that competition should be fair, which means that no one should have an unearned or undeserved advantage or disadvantage. This is why doping is outlawed: It creates an undeserved advantage.

Professor Fry indicated that there are other kinds of undeserved advantages and disadvantages that we conveniently ignore. Social and economic factors influence athletic performance. You can’t excel at a sport unless you have access to facilities, coaches and equipment. Athletes from poor countries may not really have a “fair” chance against athletes from rich countries.

And we are all victims of a genetic lottery, which determined our gender, our eyesight and our body type. Michael Phelps was born tall, with long arms and big feet, which apparently helps in swimming. Oscar Pistorius was born without fibulas. Those advantages or disadvantages are matters of luck that neither Phelps nor Pistorius did anything to deserve. In a certain metaphysical sense, it is unfair that Phelps is tall, while Pistorius lacked legs.

It’s true that each athlete has done amazing things with his genetic endowments. But the deck was stacked against Pistorius. It seems appropriate to allow technology to level the playing field. While admitting this, Fry also concluded, “We don’t want differential use of technology to be decisive.”

But what forms of technological assistance are “decisive”? What about running shoes, or diet and access to training equipment? We permit people with bad eyesight to use technology to fix their eyes so they can play golf, tennis and other sports. Should people with other disabilities be allowed to use other forms of technological assistance?

The issue of fairness and disability in sports is a microcosm for thinking about fairness in other parts of life. People with different abilities compete in business, in politics and in the world of romance. The rich, the tall and the beautiful appear to have an unfair advantage over the rest of us. And for a long time, there was outright discrimination against women, minorities and the disabled.

The Pistorius story shows us that we are doing better at treating people fairly. Technological assistance is able to level certain playing fields. There is still a long way to go in overcoming discrimination — especially discrimination against the disabled. But we seem to agree that we ought to try to make life less unfair for those who have done nothing to deserve their disadvantage.

 

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Education and Democracy

Holiday marks promise of education, democracy

   Andrew Fiala

Originally published Fresno Bee, 2012-06-30

We may be created equal and endowed with basic rights, but we are not born knowing this. Education is required to help us understand our rights and the legal structure that protects them. Thomas Jefferson once warned, “if a nation expects to be both ignorant and free … it expects what never was and never will be.” As we head toward Independence Day it is important to recall the essential connection between education and democracy.

American schools and universities have the opportunity to change the world. Consider this remarkable fact: The newly elected President of Egypt, Mohammed Morsi, and the Prime Minister of Israel, Benjamin Netanyahu, were both educated in the United States. Morsi received his Ph.D. from USC. He taught at Cal State Northridge. Two of his children were born in California, which means that they are U.S. citizens. Netanyahu graduated from high school in Philadelphia and later earned degrees from MIT.

This reminds us of the global reach of the American educational system. Not only are we educating our own citizens but also people from across the planet. This is an amazing opportunity to disseminate democratic values.

Since Plato, democracy has been criticized as unstable rule of the ignorant mob. If the masses are uneducated and immoral, democracy can produce negative outcomes. And if the rulers are not properly educated, they become despotic demagogues who pander to the mob. Plato’s solution was anti-democratic. He wanted to educate the best individuals — those of good breeding. This ruling elite would then keep the masses under control through the use of propaganda and force.

The American Founders proposed a different solution: more and better education. Faith in the power of education is a deeply American ideal.

Benjamin Franklin argued that there was nothing more important to the common good than “to train up youth in wisdom and virtue.” He continued: “wise and good men are, in my opinion, the strength of the state.” Franklin even imagined, contrary to the prevailing opinion of his day, that education could be of value for women and blacks. Franklin worked to establish the Philadelphia Academy, a school that played a central role in the intellectual lives of many of the Founding Fathers.

Jefferson wanted the state of Virginia to fund public education for all citizens. The Virginia legislature balked at the expense. But Jefferson persuaded the state to fund the University of Virginia. Jefferson argued that “primary education” should “instruct the mass of our citizens in their rights, interests and duties, as men and citizens.” Higher education was to go further in educating future statesmen, scientists, and business leaders. The university was to “develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order … rendering them examples of virtue to others, and of happiness within themselves.”

George Washington was also an ardent supporter of education. Washington asked the first U.S. Congress to consider establishing a national university. In his address to that first Congress, Washington stated that among other things, education was essential for “teaching the people themselves to know and to value their own rights.” He went on to say that education teaches citizens “to discriminate the spirit of liberty from that of licentiousness — cherishing the first, avoiding the last.”

The Founders thought that education would produce virtue, wisdom and love of liberty. This would prevent democracy from sinking toward rule of the uneducated, vicious mob. And it would prevent statesmen from becoming demagogues.

For two centuries, Americans have worked hard to improve our educational system. We now have universal and free public primary education. Our schools are less segregated. And our universities are the envy of the world.

But it’s not easy to provide quality education in an incredibly complex society that includes recent and noncitizens. Teachers are supposed to get this diverse group of children to understand their rights and value democratic governance.

Public school teachers are the guardians of the future of democracy. As we contemplate budget cuts and taxes for education, we should ask ourselves how much we are willing to spend in order to educate citizens (and even noncitizens) about the need to secure the blessings of liberty for ourselves and our posterity.