“Selection pressures” are metaphors. So are the “laws of physics.”

September 29, 2013 • 8:10 am

I mentioned offhand the other day that the notion of “selection pressures” in evolutionary biology is a metaphor, not dissimilar to the metaphor of a “selfish gene,” but Matthew convinced me that this idea was more profound than I thought (LOL!), so I’ll write a bit more about it.

A quick refresher: the other day Andrew Brown wrote one of his usual muddled columns in the Guardian, claiming, as he often does, that Richard Dawkins is a malign influence on evolutionary biology.  His argument was the usual blather that gene aren’t really “selfish,” and that this metaphor has led to deep confusion.  In the comments after his piece, Brown repeats this claim in response to a criticism (h/t to moleatthecounter for finding this):

Picture 1If you can’t read the above because the print’s too small, Brown says that “. . . Dawkins got confused by his own title. This confusion was intermittent but it’s absurd to pretend it didn’t happen.” (He also give props to Mary Midgley, who deeply misunderstood the book, attacked Dawkins in a quite vitriolic way, and got a strong response from Richard. Although the original papers don’t seem to be on the Internet, you can read about that controversy here. [Note: reader pacopicopedira has found Dawkins’s reply online; he/she gives the link in the comments but you can read it here.] If you think that Richard’s responses to Midgley were “disgusting”, try reading what she wrote in the first place.)

At any rate, Brown, fulminating about a metaphor that supposedly misled not only Dawkins’s readers, but Dawkins himself, said the following in his Guardian piece:

In particular, the ascription of agency to genes led him and his followers into endless confusion. The point is not merely whether genes can be selfish or generous, but whether they can be said to have any activity at all in the world. This is a point which he freely concedes and then forgets – his manner of dealing with most criticism. If a gene is defined, as he defines it, as a piece of chromosomal material subject to the pressures of selection, it is the pressures of selection which are the active and changing parts of the picture, and the DNA sequence is entirely passive.

Sadly, here Brown is hoist with his own petard. What he doesn’t realize is that there is no such thing as “the pressures of selection”—it is a metaphor, a descriptor of what happens when different genes (i.e. “alleles”, or forms of a single type of gene) leave different number of copies.   That differential reproduction of genes is what constitutes natural selection,, and it is a process of gene sorting.

There are no “pressures” of selection imposed on the organism from the outside. What happens, as everyone knows who learns introductory evolution, is that, in a given environment, some genes leave more copies than others, usually because they increase the reproductive output of their possessor.  Take, for example, a population of brown bears that somehow find themselves in a white-colored environment, like the Arctic.  There are genes affecting coat color, and imagine that a given gene comes in several forms, one of which makes the bear lighter in color than do the alternative forms.  This being a population of bears, there will be variation among their genes due to mutation. Those bears carrying the “light” forms of genes might do better than their browner confrères because they’re more camouflaged in the snow, and thus better at sneaking up on seals and killing them.  “Light-gene” bears will be better fed, and thus have better survival and (crucially) more offspring. (If the color change affects survival but not reproductive output, no natural selection ensues.)  In the next generation, the proportion of color genes having the light form will be higher than before. And the average color of the bear population will be a bit lighter.

If this continues over many generations, and other mutations occur that yield even lighter coats, natural selection will move the bears from brown to white. Presumably this is what happened in polar bears, whose ancestors were probably brown. And it’s happened in many Arctic animals whose ancestors were brown but evolved white color (either pemanently or seasonally) via natural selection. Such animals include the Arctic fox, the Arctic hare, the ptarmigan, the snowy owl, the harp seal, and so on (see a list here).

arctic-animals-main
What “selection” pressures can do: white Arctic mammals.

Note that the environment isn’t exerting any “pressure” here. It is simply providing a milieu in which one gene has an advantage over another. The environment cannot see the genes and their constituent DNA. We speak of “selective pressure to become light-colored” as simple shorthand for the process I’ve described above.

Now I suppose people like Brown could say, “But that’s confusing! Saying that the environment exerts selective pressures could mislead people into thinking that the environment is in someway animate, and can exert a force on animals to mold them one way or another. It could lead to vitalism!”  But it’s not really confusing. In fact, it’s so not confusing that Brown used the metaphor himself, without realizing it.  When I teach my students introductory evolution, I’m always careful to note that “selection pressures” is a shorthand term for something a bit more complicated.

But if Brown can easily recognize this metaphor, so can everybody else, and the notion of “selection pressures” has not been deeply confusing. Likewise, “selfish gene” is not confusing if you have sufficient neurons to see that Richard what Dawkins meant: the differential sorting of genes that is natural selection involves genes behaving as if they were selfish: trying to outcompete their mates and get into the next generation of bodies. Apparently Midgley had such a problem.  But Dawkins certainly did not, despite what Brown claims.

Metaphors are useful if as they enlighten rather than confuse. I claim that both “selection pressures” and “selfish genes” are enlightening, and, judging by the sales of Dawkins’s book, so do most readers.

Let me add, since I’m writing about physics for my book now (kudos to Sean Carroll, my Official Physics Tutor™), that the term “laws of physics” is also a metaphor, or a shorthand descriptor.  There are no “laws of physics,” but just regularities in the universe that appear to be ubiquitously “followed”.  People like Brown might argue that the term “laws” implies “lawgiver” and hence God—a confusing misconception unwittingly promulgated by atheistic physicists.  But again, this metaphor is not confusing—except, perhaps, to theists who want to see those laws having been decreed by God.

As one reader pointed out yesterday, metaphors, often involving the use of anthropomorphizing, are ubiquitous in all of science, not just evolutionary biology. “Selfish gene” is just one of these.  I would argue that anyone who can’t understand, after a minute’s explanation, that selfish genes really aren’t conscious and malevolent entities, is lacking some crucial rationality.  Likewise, it’s not hard to see how “selfish genes” can lead to cooperative behavior.  That, too, is easily explained, and has been done many times by Dawkins and others. Nevertheless, people like Midgley and many theologians argue that the notion of selfish genes simply can’t explain unselfish behavior.  They’re ignorant—often willfully so.

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Blessing of the animals at the University of Chicago

September 29, 2013 • 4:35 am

I gather that the Blessing of the Animals is a tradition that started with the Catholic Church (presumably inspired by St. Francis of Assisi) but now is ubiquitous. In fact, today the animals are going to be blessed at the Rockefeller Chapel (a nondenominational outfit) at the University of Chicago. Here’s an announcement of the event that I found hilarious.  Whoever put this together had a sense of humor.

Picture 2

Note that the haloed cat is “Modo”,  a genuine moggie who is listed as chapel staff at the organization’s website:

Picture 1Now I hate to be the skunk in the woodpile here, but really, although this is lighthearted and stuff, what is it supposed to convey? If it’s a joke, then it’s a joke at the expense of religion.  But I think that, to some extent, it’s not a joke. Why would people schlep their cats, dogs, and hamsters to the church where, I understand preachers often lay hands on them for the blessing.  Is there some implication that blessed animals will have a better fate? And how is that supposed to work, given that, at least for Catholics, animals don’t have souls and can’t go to heaven. Or do liberal churches now think that we’ll be reunited with Mittens in the hereafter?

I doubt I’ll go to the blessing, because my delight at seeing lots of cats would be tempered by the ludicrousness of the whole idea (plus the sight of d*gs getting blessed!).  And if you think that I’m being too curmudgeonly, consider that there is also a Blessing of the Backpacks at the University of Chicago. Backpacks, of course, don’t have souls. Perhaps this is simply a way of wishing the students “good luck,” but then why drag in God and the trappings of religion to do that? If they’re not serious about such blessings having an effect, why confer them? Does it not make a mockery of the whole ritual of “blessing”?

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Discussion in Cracow

September 28, 2013 • 12:39 pm

You probably won’t want to watch this, as it’s long, the lights are dim, and half of it is in Polish, but I’m putting it up for the record. This is a series of four videos (I’ll embed one and give links to the other three) of a discussion I had in a coffee shop (“Punkt Ka”) in Cracow, Poland with a group of Polish rationalists.  It’s pure Q&A. They total about two hours, and you may want to listen just for a few minutes to hear how sequential translation works and what intellectual discourse sounds like in Polish.

The videos are hosted by Jacek Tabisz, the president of the Polish Rationalist Organization, and the event was hosted by that organization. The woman who introduces me is the amiable Kaja Bryx, the main organizer of my visit. The translator, Julian Jelinski, did a terrific job, which you’ll see if you understand Polish.

As you can see, the room was filled to overflowing. This was true of my lecture in Warsaw as well, and I see it not as a reflection of me so much as the thirst of isolated Polish rationalists for voices and validation from other nations.  Poland is one of the most religious countries in Europe (95% of Poles are Catholics), and although atheists are beginning to form secular organizations, religion is still dominant, and interaction with rationalists from other nations is most welcome.

First video:

Video 2

Video 3

Video 4

New Pinker anthology

September 28, 2013 • 11:15 am

While we’ve been waiting for The Writing Machine, aka Dr. Steven Pinker, to issue his forthcoming book on how to write science for public consumption, he’s come out with an anthology, Language, Cognition, and Human Nature. It’s out on Kindle now and you can get the dead-tree version on October 25.

The Amazon description is below:

This eclectic collection spans Pinker’s thirty-year career, exploring his favorite themes in greater depth and scientific detail. It includes thirteen of Pinker’s classic articles, ranging over topics such as language development in children, mental imagery, the recognition of shapes, the computational architecture of the mind, the meaning and uses of verbs, the evolution of language and cognition, the nature-nurture debate, and the logic of innuendo and euphemism. Each outlines a major theory or takes up an argument with another prominent scholar, such as Stephen Jay Gould, Noam Chomsky, or Richard Dawkins. Featuring a new introduction by Pinker that discusses his books and scholarly work, this collection reflects essential contributions to cognitive science by one of our leading thinkers and public intellectuals.

And I asked Steve to let my readers know what parts they might find most interesting. His response (published with permission):

What your readers would be most interested in are articles where I argue with some of the people you’ve taken on in WEIT–Massimo Piatelli-Palmarini (20 years before he wrote the book with Fodor that they could have called Why Evolution is False), Fodor himself (who wrote a book called The Mind Doesn’t Work That Way, “that way” being the way that I said the mind does work in How the Mind Works), and Chomsky, Hauser, & Fitch. The collection also includes my contribution to the festschrift for Richard Dawkins in which I explore deep commonalities between life and mind (the Times ran an excerpt and called it, “Yes, Genes Really Can Be Selfish”), and my PNAS article on “The Cognitive Niche” which you incisively critiqued when it came out. There’s also a piece called “Why Nature and Nurture Won’t Go Away.”

Pinker book

More trouble with Kansas: Christians sue to prevent implementation of science standards

September 28, 2013 • 8:28 am

So you think science and religion are compatible? Or that notions of their incompatibility are overblown, and there’s no real problem? Have a gander, then, at this piece from Raw Story.  A group called the Citizens for Objective Public Education (COPE), as well as several dozen minors, have filed a lawsuit in federal court (copy of complaint here) trying to prevent the state of Kansas from implementing its public-school science standards.

A second lawsuit has apparently been filed by the Pacific Justice Institute, whose webpage gives the suit’s grounds:

Families across Kansas became one step closer, today, to protecting their children from forced atheistic teaching in their public school system. Pacific Justice Institute filed a complaint in Federal District Court challenging the State Board of Education’s (BOE) adoption of certain science standards which would create a hostile learning environment for those of faith. The standards being challenged are the Next Generation Science Standards adopted by the BOE June 11, 2013, and the corresponding Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas.

In addition to citing numerous areas of law that the standards violate, the complaint cites that the standards cause the state “to promote religious beliefs that are inconsistent with the theistic religious beliefs of plaintiffs, thereby depriving them of the right to be free from government that favors one religious view over another.”

This is the old canard that teaching science is offensive to religious people because it pushes a materialistic view of the universe. In other words, teaching evolution, cosmology, or geology is an essentially atheistic act, one hostile to religion.  Note what the lawsuit says:

The F&S [Kansas science “framework and standards”] take impressionable children, beginning in Kindergarten, into the religious sphere by leading them to ask ultimate religious questions like what is the cause and nature of life and the universe – “where do we come from?”

3. These questions are ultimate religious questions because answers to them

profoundly relate the life of man to the world in which he lives. [“By its nature, religion – in the comprehensive sense in which the Constitution uses that word – is an aspect of human thought and action which profoundly relates the life of man to the world in which he lives.” (McGowan v. Maryland, 366 U.S. 420, 461 (1961) (Frankfurter, J. concurring, with Harlan, J.)]

4. These questions are exceedingly important as ancillary religious questions regarding the purpose of life and how it should be lived ethically and morally depend on whether one relates his life to the world through a creator or considers it to be a mere physical occurrence that ends on death per the laws of entropy.

5. However, instead of seeking to objectively inform children of the actual state of our scientific knowledge about these questions in an age appropriate and religiously neutral manner, the Standards use, without adequately disclosing, an Orthodoxy (defined in paragraphs 8 and 9) and a variety of other deceptive methods to lead impressionable children, beginning in Kindergarten, to answer the questions with only materialistic/atheistic answers.

6. Instead of explaining to students that science has not answered these religious questions, the F&S seek to cause them to accept that controversial materialistic/atheistic answers are valid.

7. The purpose of the indoctrination is to establish the religious Worldview, not to deliver to an age appropriate audience an objective and religiously neutral origins science education that seeks to inform.

8. The orthodoxy, called methodological naturalism or scientific materialism, holds that explanations of the cause and nature of natural phenomena may only use natural, material or mechanistic causes, and must assume that, supernatural and teleological or design conceptions of nature are invalid (the “Orthodoxy”).

This is straight out of the Wedge document playbook, which lays out an insidious plan to purge materialism and naturalism from schools. Here are some of the goals laid out by the Wedge document:

Picture 1

Both lawsuits are calling for the Kansas standards to be prevented from application, or, alternatively, altered so they don’t erode religious sentiments.

Here are the dire consequences that the PJI paints if the standards are used:

If the complete injunction against implementation of the standards is not granted, the complaint requests an alternative injunction that would stop these standards for grades K-8, and would allow the standards for grades 9-12 as long as the standards are objective “so as to produce a religiously neutral effect with respect to theistic and non-theistic religion.”

Brad Dacus, President of Pacific Justice Institute noted, “it’s an egregious violation of the rights of Americans to subject students—as young as five—to an authoritative figure such as a teacher who essentially tells them that their faith is wrong.” He continued, “it’s one thing to explore alternatives at an appropriate age, but to teach theory that is devoid of any alternative which aligns with the belief of people of faith is just wrong.”

The teacher is not telling students that their faith is wrong. That would violate the First Amendment. What the teacher is telling them are the findings of science.  If that has the effect of eroding students’ religious beliefs, well, that’s too damn bad.  The purpose of teaching science is a secular one, not meant to push atheism, so it doesn’t violate the Lemon test for the constitutionality of public education. As Steve Brown wrote on The Maddow Blog:

What I find especially fascinating about the argument is its implications. For COPE, the absence of religion is necessarily evidence of a “non-theistic religious worldview,” promoting “materialistic” or “atheistic” views. In other words, from their perspective, anything that’s secular should be seen as a rejection of religion.

By this reasoning, if you have lunch without a prayer, it’s an atheistic lunch. If you play baseball without including religion, it’s a “non-theistic” game. And a school teaches biology, it’s entangling itself in religion by omitting supernatural stories from science classes.

The Baptist Joint Committee says COPE is effectively pushing for “no science at all” in Kansas’ public schools, which I imagine is precisely the point.

The reason these ludicrous suits are being filed is, of course, that the religious plaintiffs recognize the incompatibility between their faith and science. They know that exposure to the facts of science will erode the ungrounded but comforting superstitions in they’ve indoctrinated their children. What better evidence could we have for the incompatibility of religion and science? Does the Clergy Letter Project, or the National Center for Science Education think that their accommodationist claims will prevent lawsuits like this? It hasn’t worked so far. The religious understand perfectly well the implications of science.

h/t: NoNamesLeft0102, Diane

Here, There, and Everywhere

September 28, 2013 • 4:13 am

Lest you think I’ve forgotten my Beatles songs, I haven’t: there are nine favorites to go. Revolver (1966), my favorite Beatles album, contains this gem: a lovely ballad that comes in at #25 on Rolling Stone’s list of the 100 greatest Beatles songs. It’s pure McCartney (with his voice multi-tracked), though of course the writing credits go to Lennon/McCartney. The tune is surprisingly melancholy for a love song. Another surprise is its melodic complexity: tons of diverse parts that interlock seamlessly.

I share the composers’ sentiments, and by that I include Lennon, who isn’t known for his fondness of non-edgy ballads:

McCartney has repeatedly identified it as one of his best compositions, a sentiment echoed by his songwriting partner: Lennon told Playboy in 1980 that it was “one of my favorite songs of the Beatles.”

It still amazes me that someone can produce such a beautiful song in a matter of an hour or so: minutes, really, if you count the framework. No matter how hard I try, and if I had a lifetime to write one song, I couldn’t come close to this one.

Rolling Stone explains the genesis:

McCartney wrote it at Lennon’s house in Weybridge while waiting for Lennon to wake up. “I sat out by the pool on one of the sun chairs with my guitar and started strumming in E,” McCartney recalled. “And soon [I] had a few chords, and I think by the time he’d woken up, I had pretty much written the song, so we took it indoors and finished it up.” McCartney has cited the Beach Boys’ Pet Sounds as his primary influence for “Here, There and Everywhere.” McCartney had heard the album before it was released, at a listening party in London in May 1966, and was blown away.

The tune’s chord sequence bears Brian Wilson’s influence, ambling through three related keys without ever fully settling into one, and the modulations — particularly the one on the line “changing my life with a wave of her hand” — deftly underscore the lyrics, inspired by McCartney’s girlfriend, actress Jane Asher. (The couple, whose careers often led to prolonged separations, would split in July 1968.) When George Martin heard the tune, he persuaded the musicians to hum together, barbershop-quartet style, behind the lead vocal. “The harmonies on that are very simple,” Martin recalled. “There’s nothing very clever, no counterpoint, just moving block harmonies. Very simple . . . but very effective.”

The recording below is apparently a bootleg cut (perhaps a practice run?) and I have no idea where it’s from. But it’s nice to listen to these un-tricked-out versions.

And a bit more history:

The group spent three days in the studio working on the song, an unusually long time for a single track during this period. After agreeing on a satisfactory rhythm track, the band did backing vocals, then McCartney recorded his lead vocal — which had a surprising inspiration. “When I sang it in the studio, I remember thinking, ‘I’ll sing it like Marianne Faithfull’ — something no one would ever know,” he said. “I used an almost falsetto voice and double-tracked it. My Marianne Faithfull impression.”