Tag: education

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Conspiracy Theories and Intellectual Black Holes

Fresno Bee, Sept. 7, 2025

Conspiracy theories are everywhere. Before Labor Day, the internet buzzed with the rumor that President Donald Trump was dead. He proved his existence by showing up at a press conference, where he called the rumor of his demise “fake news.”

Yet Trump has trafficked in fake news himself: At the end of May, the president shared a conspiracy theory on Truth Social claiming that former President Joe Biden had been executed in 2020 and replaced by a robotic clone.

One wonders why people get caught up in this nonsense. Perhaps we are bored, or maybe we are paranoid. But conspiracy theories have a strange pull upon us. We can be sucked into the orbit of what some philosophers call a “black hole” of knowledge and information.

The solution is simple: It involves critical thinking and calmness of soul. Stay calm, be smart and avoid intellectual black holes.

Conspiracy theories are the result of a process in which the search for meaning runs aground on a world that is often strange and inexplicable. Wishful thinking satisfies our desire for things to make sense. Communities of gullible people reinforce outlandish ideas. This process is aggravated by secrecy, distrust, isolation, polarization and suspicion.

When powerful forces act behind closed doors, we suspect conspiracy.

As alienation grows and cynicism spreads, it is natural to think that something sneaky is going on. This is exacerbated by an information ecosystem that is full of misinformation and nonsense, and it’s made worse by interested parties who profit by feeding our delusions.

Our innate curiosity and desire to make sense stimulates conspiratorial speculation. We want to know how and why things work. When the answers aren’t obvious, we invent them. When the facts displease us, we construct alternatives. The search for meaning can lead into internet rabbit holes.

No one is entirely immune to this process — we all long for explanations of the inexplicable. Wishful thinking feels good, and it’s fun to speculate about hidden forces guiding the world.

This is how superstition works. Fear of black cats and broken mirrors is similar to a fear of secret governmental forces. Those who see ghosts and demons will likely see other mysterious powers pulling political strings. The desire to explain suffering, evil and death leads people to postulate sin, karma and other magical mechanisms as drivers of the world.

But it is not true that everything happens for a reason — there are no masterminds pulling the strings. Human beings are usually more incompetent than omnipotent. The world is indifferent to our desire to make meaning. Sometimes things work out well, other times, they fall apart. Events occur without any explanation other than probability, coincidence and random chance.

The philosophical cure for conspiracies is well known, and involves wisdom and moderation. We need better thinking and greater emotional control. A soul in turmoil cannot think clearly, nor is it possible to see the truth when you are stuck in the orbit of a black hole of baloney.

It would be wonderful if we could create a society in which distrust, alienation, disinformation and polarization were not so pervasive. But that ideal is beyond our reach. Freedom of speech and of the press are important values, whose side-effects are rumors, gossip and nonsense.

The real solution is education: We can benefit from training in critical thinking and emotional regulation. In wondering whether some conspiracy is true, we need to ask ourselves what it would take to know it, and whether other explanations are more plausible.

We should also monitor our intake of information. Knowing that intellectual black holes exist can help us avoid them. It is useful to understand that interested parties prey upon gullible minds. In the end, we are each responsible for thinking better and for slowing the spread of hogwash that pollutes the information ecosystem.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article311973215.html#storylink=cpy

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AI and Education: Wonder and the Desire to Learn

Fresno Bee, August 24, 2025

Education is useful in many ways: People need to learn to read and write, and we must also learn social and emotional skills that help us navigate the complexities of life. But education is also intrinsically valuable. It is a fundamental good for thinking beings.

We forget this in a world that views education as a mere means to obtaining a degree or credential, and the prestige that comes with them. When viewed in this way, cheating is tempting — a shortcut to the desired result. Today, the siren song of AI offers another way to avoid the hard work of learning.

Teachers and professors have always fretted about cheating. Now, artificial intelligence poses further challenges. AI can be a useful tool, but when it’s a substitute for genuine thought, it corrupts education.

It is important to prevent shortcuts to genuine thinking and learning. Cheating is wrong because it is dishonest. And it’s unfair to those who don’t do it. But the main problem is that the cheater has not learned anything.

Some discussions of this topic devolve into a cat-and-mouse game of detection and evasion. As teachers try to prevent unethical behavior, cheaters try to avoid getting caught. But this is not enough: Curiosity and wonder are not produced by obedient rule-following. The deeper problem is the general view of education as a mere means to some other end.

This instrumental view of education is typical in contemporary conversations about schools and universities, where folks talk about education in purely economic terms. This approach asks, what is the return on investment? Or, how does education contribute to economic growth?

Those are relevant questions. But the worth of education is not merely its cash value. More important is the way that education transmits culture and meaning. Education facilitates social and moral development. It leads young people to become decent adults and responsible citizens.

Education also directs our minds toward higher things, including the big questions of justice, beauty and truth. To be fully human is to learn to think critically about these perennial questions: What is good? What is beautiful? And what is true?

In wrestling with these questions, we also discover the power and joy of thought itself. Human beings have an innate desire to think and learn. We are curious beings, with brains that seek stimulation. We wonder about ourselves and the world around us. We explore and create. The love of learning makes us fully human.

An education that does not stimulate wonder is mere training — it may be fit for slaves and animals, but it’s not adequate to the nobility of the human spirit.

The sages of the world have noted that people are often as confused about the purpose of education as they are about the meaning of life. Business-minded folks think life is all about profit. Others focus on pleasure and amusement. But the sages suggest that the best life is spent cultivating the mind.

Aristotle celebrated “intellectual enjoyment in leisure.” An example he discusses is music: The music industry generates profits, and music can be pleasantly amusing. But the study of music leads to deeper things — music stimulates the mind and leads to fundamental questions about sound, ratio, creativity and the meaning of aesthetic experience.

The same expansive form of thinking occurs in the proper study of mathematics, literature, history, religion or science. These studies are useful for citizens and workers. But they are also valuable for their own sake, as sources of intellectual enjoyment.

And this is what cheaters and those who instrumentalize education misunderstand: The goal of education is education itself, not the outcome of a grade or a degree. Artificial intelligence is similarly confusing. Machines can quickly distill information. But the joy of thinking is only available to spiritual beings like ourselves. Human beings are driven to learn by our innate curiosity, our passionate creativity and our sense of wonder.

As we return to classrooms this fall, let’s recall the intrinsic value of thinking. Authentic and humane education should stimulate the human spirit. One might suppose that education satisfies a desire for knowledge. But the love of learning is never satisfied. Curiosity is open-ended and insatiable. Education does not merely shed light, it also kindles a fire.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article311796031.html#storylink=cpy

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Social Media Warnings and Education

Fresno Bee, June 23, 2024

Surgeon General Vivek Murthy’s recent call for warning labels on social media is a good idea. He notes that children who spend significant time on social media are at risk for mental illness. Murthy concludes, “The moral test of any society is how well it protects its children.”

But how best should we protect kids? Murthy recognizes that a warning label is a simple solution to a complex problem. Last year, his office issued a more detailed report noting that schools, parents, policymakers, and technology companies have a role to play in protecting kids. And long-term solutions depend upon education.

There is probably also a role for prohibitions. Smartphones have been banned in schools in Fresno and recently in Los Angeles. This week, Governor Newsom called for a statewide smartphone ban in California schools. Social media and smartphones are not the same thing. However, a school ban on smartphones is effectively a ban on social media during school time.

Tools and technologies can be employed in good or bad ways. A hammer can be used to build or to destroy. Prohibitions are justifiable when the risks are obvious and severe, and when the purported benefits of a tool are unclear. And with kids, their relative immaturity matters. A ban on social media access for kids might be justifiable and there is some wisdom in prohibiting smartphones at school. But at this point, a ban on these technologies is akin to closing the proverbial barn door once the horse has already galloped off.

People disagree about the risks and benefits of various technologies. One might argue against these bans by claiming that these technologies are more beneficial than dangerous. These tools help us stay connected, access the news, and conduct business. Of course, these tools also provide instant access to cyberbullying, exploitation, scams, and disinformation. But there is some truth to the claim that with smartphones and social media, it’s not the tool that is to blame, but how it is used.

Some technophobes are opposed to any innovative tool. Calculators were once viewed with skepticism, as was the Internet. These days technophobes are worried about artificial intelligence. But skeptics often adapt to new technologies, when their safety and usefulness are proven.

Hard-core libertarians resist every effort at prohibition. The recent Supreme Court case allowing “bump stock” weapons is worth mentioning here. The decision depends upon a technical matter involving trigger mechanisms. But the bigger question, not decided in this case, is whether there should be limits on dangerous weapons or whether individuals have a right to own even very dangerous weapons.

Social media and smartphones do not seem as dangerous as machine guns. So, it is easy to imagine a libertarian argument against Newsom’s proposed ban. Furthermore, social media is useful for kids. It’s how they socialize, organize clubs and teams, and how they communicate with each other and even with their parents. Smartphones can be useful in education when used properly to access information.

An outright ban may take away useful tools. And a school ban will have no impact on after-school usage. But there is no doubt that education is part of the solution. Teenagers must take driver’s ed and pass a licensing test to drive. Perhaps a similar training course and qualifying exam could be created for social media and smartphones.

Kids need critical lessons about cyberbullying, peer pressure, the bandwagon effect, and the power of misinformation and exploitative algorithms. They also need frank examples of the dangers of social media and smartphone addiction. They would benefit from a training course that includes lessons in “digital citizenship,” “ethical A.I.,” and “virtuous virtual reality” that encourage best practices online and good moral habits in cyberspace.

A Surgeon General’s warning is only a starting point for a broader conversation. We need to continue this conversation. A ban at school might help. But the social media and smartphone horse is already out of the barn. Kids need to be taught the skills and virtues that are required to ride that horse without getting hurt.

Read more at: https://www.fresnobee.com/opinion/article289421636.html#storylink=cpy

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The Joy of Teaching and the New “Ed Scare”

Fresno Bee, August 27, 2023

A new report from PEN America describes “education intimidation bills” in conservative states as part of an “ed scare.” They see this as “a nationwide effort … to foment anger and anxiety about public education; to restrict or prohibit instruction about race, sexuality, and gender; and to ban books that address these topics.” The result is a “chilling effect” that is causing some teachers to leave the profession.

Critics on the right have also claimed that speech codes, diversity training, and left-wing cancel culture have had a similar chilling effect.

These politicized discussions seem far away from what actually happens in classrooms. And they ignore the basic question of how teaching, learning and education work.

Teaching is a risky adventure. Teachers have the immense responsibility of nurturing diverse young minds. The human beings in our classrooms are real people, with problems, personalities and passions. You cannot predict how students will respond, what questions they will ask or what ideas they will discover.

Teaching can be a joy-filled activity. But it should not be taken lightly. It requires patience, spontaneity, humor and care. It is also nerve-wracking. Teachers don’t teach well when external stressors are thrown into the mix.

This is also true of learning. We learn best when the intensity of our curiosity blossoms. Fear and intimidation can be used to instruct. But mere instruction is mechanical and top-down. It is important to memorize formulas and information, and to learn to follow rules. But instruction does not develop the passions of the soul.

Authentic education is not merely instruction. It is not about memorizing a restricted set of rules. Nor does education succeed when it is based on fear and constraint. Discipline and punishment may work for circus animals. But to educate autonomous human beings, freedom must be wedded to the love of wisdom.

Genuine education is soul formation. As we develop habits of critical thought, we become autonomous rational human beings. Education ought to develop the virtues of free thought, while empowering us to create and discover new ideas. The human soul is a free and creative thing. Human beings are driven by wonder and curiosity. We are concerned with justice, goodness, beauty and truth. And no matter what teachers say and do, young people will think for themselves.

Curiosity and freedom are ultimately irrepressible. Consider the case of Socrates. He educated his students in the art of free and critical thinking. The conservative authorities of ancient Athens did not like this. They put him on trial and executed him for corrupting the youth.

But by canceling Socrates, the authorities were not able to prevent people from thinking. In fact, Socrates became famous as a martyr for free thought and critical inquiry. And the questions he asked remained on the table. His method of thinking did not belong to him, nor did his ideas. Rather, free thought is the common endowment of the human spirit.

Now consider the questions about race, gender, and sexuality that are provoking us today — and fueling the cancel culture of both left and right. By banning certain lessons, books, or topics, the underlying questions and ideas don’t magically disappear. Human beings will still have these questions and ideas. We would do better if we empowered students to explore them wisely and well.

Much of the current debate about education occurs at an abstract level, divorced from the concrete process of teaching and learning. At that level of abstraction it is easy to forget that teachers are mortal beings working without a net. Very few teachers set out to indoctrinate students into a political worldview. Mostly they love to see young people develop curious and inquisitive minds. We also forget that ideas have a power of their own. Students are going to ask tough questions and explore difficult topics, no matter what rules are imposed from on high.

Genuine education cannot avoid the hard questions. It must confront them directly. This is delicate work that requires caring and creative teachers, who need support rather than intimidation. The youth are thinking beings who need inspiration and guidance to become free and critical thinkers. Education happens best when teachers love their work, and when students are free to explore ideas.

Read more at: https://www.fresnobee.com/opinion/readers-opinion/article278587959.html#storylink=cpy

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On Fixing Stupidity: Replace Dumb Ideas with Critical Thinking

Fresno Bee, September 5, 2021

Dr. Rais Vohra, Fresno County’s interim health officer, warned this week of an “information pandemic.   He said, people who are “infected by viral misinformation” need to “inoculate themselves with the truth.” 

We are plagued by misinformation, disinformation, and outright stupidity.  Mis-information is mistaken information.  It is not necessarily malicious.  Dis-information is worse.  It is basically a lie.  Disinformation is a malicious attempt to make you believe something that is not true.  And stupidity?  Well, it’s a failure of intelligence.  But it is not only a mental malfunction.  Stupidity also involves actively embracing false and pernicious ideas.

The doctor was calling out people who are reluctant to get the Covid-19 vaccine because of false information.  Almost half of the population of Fresno County remains unvaccinated.  There is also the problem of people poisoning themselves with ivermectin, a horse de-wormer. 

This is dismaying but not surprising.  History is full of terrible ideas and epidemics of stupidity.  Not long ago, kids were eating Tide pods and teenagers were stuffing their mouths with ground cinnamon.  Even worse was smoking, a stupid habit that caused long-term health problems for millions of people. 

The good news is that people usually wise up.  The bad news is that advertisers and propagandists are always working to spread more stupidity.  Ideas are contagious.  They circulate and propagate.  Some catch on.  Some die out.  This is true for all ideas—good ones and bad ones. 

Stupidity has a tendency to attract our attention because it is ridiculous.  It can also cause us to lose faith in humanity.  It is not only the absurdity of dumb ideas that bothers us.  We are also alarmed by the strange sense of certainty that stupid people seem to have.

We may worry that our own beliefs may be just as stupid.  This can prompt a crisis of faith.  As Shakespeare said, the fool thinks himself wise, but the wise man knows himself to be a fool.

Cynics worry that bad ideas are more easily spread than good ones.  But this is not true.  Bad ideas only spread when the intellectual immune system is weak.  And good ideas can be reinforced through conscious effort.

It is disheartening to know that stupidity is contagious.  But we know the cure.  Social distancing helps.  We should isolate dumb ideas and prevent them from proliferating.  The long-term solution is the vaccination we call education.  Education strengthens the intellectual immune system.

The campaign against smoking provides an example of a successful approach.  People were taught that smoking was unhealthy.  Smoking was prohibited in public places.  And taxes were levied on tobacco products.  It took decades, but smoking declined.  In the 1950’s, 45% of Americans smoked.  These days the number is around 15%.

As we fret about the recent plague of stupidity, let’s celebrate the fact that many good ideas have caught on.  And some very bad ideas have died out.  Slavery was abolished.  Women were liberated.  Old superstitions and stereotypes have faded away along with the idea that smoking is cool. 

Technology and culture play a role in all of this.  Human culture is a process of spreading ideas.  We gossip and talk, exchanging stories and information.  In the old days this occurred slowly through face-to-face interactions among friends and family. 

Electronic communication is faster and more volatile.  Memes and trends explode overnight.  Robots and artificial intelligence manipulate the cyber-ecosystem.  They target us with advertising, including misinformation and disinformation. 

The bad news is that misinformation and disinformation can spread quickly in cyberspace.  The good news is that the truth is also out there and is often easy to find.  But we need to be educated about where to look and how to distinguish the truth from a lie.  That’s called information literacy and critical thinking.

It’s not true, as a folksy proverb puts it, that “you can’t fix stupid.”  Nobody really believes that cynical proverb.  Educators and coaches certainly don’t.  And experience teaches us that stupidity can be fixed.  It takes practice and discipline to overcome intellectual laziness and ignorance.  But we can make progress.  This is a lifelong project.  People make mistakes.  But we can learn from our mistakes.  And we can build up an immunity to dumb ideas.