Category: science education

From ideologues: Why genetics education must be sociopolitical

February 27, 2024 • 9:30 am

The latest issue of Science contains three ideological articles on how teaching of science must be reformed to be more inclusive and antiracist. Most of the authors of all three pieces are affiliated with departments or institutes of science education, and this may explain the mission-oriented tone of the pieces. I’ll discuss one of them today and another one soon.

This article argues that genetics education remains systemically racist, and must be attacked, dismantled, and made explicitly antiracist.  In fact, the article could have been written by an Ibram Kendi—if he knew anything about genetics.  As usual with such pieces, the problems it raises occurred largely in the past and are not currently “systemic” in genetics education. The article gives no evidence that today’s genetics classes are rife with racism, white supremacy, advocacy of eugenics, and other bad behaviors that create divisions between people. On the other hand, the article nevertheless wants to emphasize divisions between people—most notably “races:—as they see these divisions, conceived as “socially constructed”, as groups having differential power that must be recognized and effaced.

Besides being divisive, my main objection to the piece is that it assumes genetics is taught today as it was seventy years ago, which it isn’t, and, most of all, it tries to turn a science class into a class in ideology: a course in “dismantling” modern genetics to eliminate its white supremacy and then re-infusing it with “antiracist” values.  Having taught genetics and sat in on other genetics classes, the authors are dealing with a non-problem, and their solutions will only make genetics education worse: turning out a generation of ideologues who know less about genetics than the previous generation.

Click on the title to read, and you can find the pdf here. Excerpts from the piece are indented

First, the problem, stated in postmodern terms. Note the jargon:

The methods of conducting genetics research and its outcomes are steeped in, and influenced by, power and privilege dynamics in broader society. The kinds of questions asked, biological differences sought, and how populations are defined and examined are all informed by the respective dominant culture (often Eurocentric, white, economically privileged, masculine, and heteronormative) and its predominant ways of knowing and being (3). Findings from human genetics and genomics research subsequently play into existing sociopolitical dynamics by providing support for claims about putative differences between groups and the prevalence of particular traits in particular groups (3). Historically, such research has been used in support of eugenic movements to legitimize forced sterilization and genocides.  [JAC: this happened in the past and is not happening now.[ Yet it would be a mistake to assume that such research is merely a discredited past relic, a stain on the otherwise objective and rational track record of genetic research. Rather, it was mainstream work conducted by prominent researchers and supported by major professional societies. The reality is that some modern human genetics is still informed by the same racist logic (4). [JAC: no examples given.]

I’m not sure what the “racist logic” is here. If you look up reference (4), you don’t find evidence of “racist logic” in modern science, but a description of its use in older teachings and then a discussion about how one should conceive “ancestry”.  In fact, that reference gives evidence that there are average genetic differences between “races” even though populations vary continuously with geography and there are no diagnostic and fixed differences between named “races” (I prefer to use the term “geographic population”, a claim that Duncan et al, deny.  Luana Maroja and I, in our recent paper on ideology and science, show that even in America, typological “races” of “white, East Asian, Hispanic, and black” (“Hispanics” aren’t normally considered a race, but in America are distinct because they’re largely from Mexico), are not sociopolitical constructs lacking biological meaning, but do differ on average in traits and constellations of genes. From knowing only an American’s genes, you can guess their self-reported ancestry with over 99% accuracy.

What these differences mean for traits, behaviors, and medical outcomes is only beginning to be explored, but they reflect the geographic distribution of ancestors, for geographic isolation leads to genetic diffrences via natural selection and genetic drift. This is why genetic ancestry companies can give you a pretty accurate view of your genetic ancestry (I, for example, am nearly 100% Askhkenazi Jew). This wouldn’t work if geographic populations were genetically identical.

The purpose of the paper, then, is to expose and then dismantle the systematic racism of modern genetics education.  You must be “antiracist” rather than “race-neutral”— something that Kendi emphasizes in his book on antiracism—and must at every turn deny that human races or populations differ biologically, for that leads inevitably to ranking and racism. In other words, it’s bad for society to even study genetic differences between populations:

Genetic distinctions between human populations are not natural; they are the consequences of categorizations developed by geneticists for the purposes of their research and the questions they pursue.

. . . The search for genetic differences among populations, even when not done using explicit racial categories, can still yield findings that are problematic in that they can make social hierarchies appear “natural”. , ,  [JAC: they then cite the caste divisions in India, and I know little about that. But the point—that differences equal ranking and racism—is the same.]

. . . . Our contention here is that successful genetic education has to be antiracist, it cannot be race-neutral. Therefore, a core learning objective for human genetics education should be understanding that neither the environment nor scientists’ definitions of genetic populations are neutral but rather that they are shaped by the historical, social, and political contexts in which they exist.

Actually, one can parse out genetic groupings using statistics alone, free from “historical, social, and political contexts.”  Now what you call these groupings—races, ethnic groups, or populations—is arbitrary.

Further, the goal of genetics education must be dismantling this racism, not so much teaching how genetics works:

First, if one wishes to dismantle racism (and other systems of oppression) in science and society, then one needs to understand the ways in which such oppression is woven into the fabric of genetics research and disrupt and counteract these practices early and often through education.

But, as I said, the evidence for the ongoing racism of genetics is nil, and, in fact, the authors have to resort to making doubtful statements like this:

In this sense, the Human Genome Project was developed in, and sustained by, a sociopolitical context that upheld (and still upholds) value-laden group differences.

So the “sociopolitical context” was supposedly based on showing group differences that could be the basis of bigotry (not the case), but this “fact” is even used to tar the Human Genome Project, which was supposedly not only developed in the context of bigotry, but sustains that bigotry! To wit:

To dismantle racism, you must first recognize that racial differences are purely a social construct, but at the same time must recognize them, probably because these socially-constructed differences are correlated with well-being. (I of course don’t deny that racism has lowered the well-being of minorities, but also recognize that even to practice racism, one has to somehow recognize different populations, and that’s partly genetic, even if the genetic differences we see were only used as platforms for historical racism and bigotry.

And so we must avoid color-blindness because recognizing color (which of course is largely genetic) is said to be the key to eliminating disparities between races. (The authors barely mention hardly anything about socioeconomic differences within populations; their entire focus is on race.):

The understanding that race is not genetic (or biological) does not automatically translate into an understanding that race is a social construct, or that it can, and does, shape our biology. Moreover, knowing that race is a social construct does not automatically explain racial disparities in health or any other arena because it ignores the systemic nature of racism and the resulting inequities. Solely countering beliefs in race-based genetic differences and focusing on the similarities between racial groups obscures the real and devastating differences in the well-being of minoritized racial groups. This can lead to racial “color blindness” of a genetic flavor that sees everyone as the same and turns a blind eye to the impact of racism on people’s biology.
Finally the authors give three recommendations of how to teach genetics in both secondary (middle and high school) and postsecondary (college) genetics classes.

 

1.) Emphasize the sociopolitical context of the environment

2.) Entangle environment and biology.

3.) Scrutinize the sociopolitical categorization of human populations.

Point 1 is made to emphasize the debilitating effect of racist environments on minorities, point 2 is to show how the environment, which imposes differences on people via racism, has biological effects on people, and point 3  is to show how the definition and use of races has served the political ends of gaining power over others. The authors recommend some textbooks that will help create “brave and safe spaces” for students:

 There are powerful exemplars of curricula at the high school level that engage students with ambitious science, its sociopolitical dimensions, and a focus on social justice (13, 14). There is a growing number of excellent books (15) and online resources for anti-racist genetics and biology education—for example, the LabXchange’s “Racism as a Public Health Crisis” curriculum, and the Fred Hutchinson Cancer Center’s materials on “Race, Racism, and Genetics.” These resources include supports for teachers in creating brave and safe spaces for discussions about race and genetics. Funding and committed support of national and professional science and science education organizations will also be instrumental for these efforts.

Of course using these books turns a genetics course into a course in antiracist ideology, so that there is less time for students to learn “race-neutral” genetics. But the authors don’t really care how much genetics students learn; they are far more concerned with propagandizing a generation of students to create the kind of social change they see as salubrious:

In the short term, we see scientists’ role in the education of future scientists and teachers as one powerful lever for change. Undergraduate coursework in biology and genetics, often taught by faculty in those departments, is a space where we can begin “sowing the seeds” of sociopolitical awareness in genetics.

Now I think it’s great to work to rid the world of what racism that still exists, though I don’t see much of it in genetics courses.  And I see nothing wrong, when you teach human genetics, with revealing the flaws in the old diagnostic “big-genetic-difference” view of human races, and emphasizing instead that they are populations that now intergrade, so the delineation of specific races becomes arbitrary. But one has to also tell the truth: races are populations that evolved in ancient geographical isolation, and there are real biological differences between them.  And, of course, one should at least insert the caveat that the differences that do exist do not efface the moral dictum that members of different groups have equal rights and deserve equal treatment.

The worst part of this paper—and the two papers that accompany it (one here, the other here)—is that it’s part of a nationwide drive to turn education into propaganda, and of to change the purpose of all education from teaching students the truth to teaching students the temporary and political “personal truths” of their woke overseers.

The U.S. follows New Zealand: let’s teach indigenous “ways of knowing” in the science classroom!

February 11, 2024 • 10:30 am

The virus that has long infected New Zealand—the argument that indigenous “ways of knowing” should be taught alongside science in the science classroom—has now spread to America, with the help of the American Association for the Advancement of Science (AAAS) and its flagship journal, Science, often regarded as one of the world’s most prestigious venues.

But Science screwed up this time, publishing a tendentious, confusing, and virtually fact-free  three-page “policy forum” argument that, yes, indigenous science should be taught alongside science in the classroom. This kind of defense is typical of what’s going on in New Zealand, where, ever since the “Listener Letter”  (original version here) was published in 2021, there’s been an acrimonious debate about whether local ways of knowing—the Mātauranga Māori (henceforth MM) of the indigenous Māori  people—should be taught as science in the science classroom.

I’ve written dozens of posts on this controversy and am pretty well acquainted with MM, so I can’t be accused of ignorance of the indigenous “ways of knowing”—a point the authors, both from New Zealand, frequently level at their opponents.

In general, my view is yes, there is indigenous knowledge and truth in the “ways of knowing” of indigenous people, whether they be from New Zealand, Australia, or North America. But the “way of knowing” of these groups is not at all the same thing as modern science, with its toolkit of ways to find truth.  Indigenous “ways of knowing” incorporate much more than empirical fact, including (in MM and other such systems) morality, religion, spirituality, vitalism, and tips about how to live and get along with other groups in your “tribe.”  Thus, while some empirical facts from indigenous people can be taught in science class, there aren’t many that would fit in, since they’re usually practical facts about gathering food or how to make implements.  This is in contrast with modern science, which is more than just a collection of facts but a toolkit of ways to find those facts (see my book Faith Versus Fact). Thus, while one can incorporate indigenous “facts” into science class, they should occupy at best a few percent of the content. How much “indigenous physics” can be taught in a class on modern physics? To teach indigenous “ways of knowing” as just as valid as—or “equivalent” to—as modern science, something the authors recommend, will be deeply confusing to students and would hurt science education. Indigenous ways of knowing are not equivalent to science, and are inferior to modern science in the business of finding truth. To say that is to commit heresy.

In the end, this article appears to me to be a DEI-ish contribution: something published to advance “the authority of the sacred victim” by arguing that indigenous knowledge and ways to attain it is just as good as modern (sometimes called “Western” ) science, and that teaching it will empower the oppressed. Here’s one line from the paper supporting my hypothesis:

In addition to a suite of known benefits to Indigenous students, we see the potential for all students to benefit from exposure to Indigenous knowledge, alongside a science curriculum, as a way of fostering sustainability and environmental integrity.

In other words, the argument here is really meant to buttress the self image of indigenous people, not to buttress science. You can see this because there are hardly any examples given to support their thesis. Instead, there is a lot of palaver and evidence-free argument, as well as both tedious and tendentious writing.

The publication of this paper is somewhat of a travesty, for it shows that the AAAS is becoming as woke as New Zealand, where the claim that you should NOT teach MM in the science classroom can get you fired!  If this kind of stuff continues, the authoritarians will eventually shut down anybody who makes counterarguments, as is happening in New Zealand, where counterspeech against the “scientific” nature of MM is demonized and punishable.  Did the AAAS even get critical reviewers for this piece?

Click headline to read:

Let’s begin by defining three terms, as I define them in Faith versus Fact, taking them from the OED, my authoritative source

fact: “something that has really occurred or is actually the case; something certainly known to be of this character; hence, a particular truth known by actual observation or authentic testimony, as opposed to what is merely inferred. . .”

truth: “conformity with fact; agreement with reality, accuracy, correctness, verity (of statement or thought)”

knowledge: “The apprehension of fact or truth with the mind; clear and certain perception of fact or truth; the state or condition of knowing fact or truth.” I interpret this to mean “the public acceptance of facts”, so that “knowledge” becomes an apprehension, as Steve Gould argued, would be held by any person who is not perverse.

way of knowing: A system or group of procedures used to produce knowledge. (This is my definition since it’s not in the OED.)

My claim is that indigenous people can ascertain facts and truths, but whether these constitute “knowledge” to which all assent requires the participation of modern science. And I also claim that indigenous “ways of knowing” are not the best ways to find truth, as they’re usually polluted with things like spirituality, myth, and tradition. In fact, I’d say that science construed broadly (i.e. using the toolkit of science) is by far the best way to find truth, and that indigenous ways of knowing are inferior to modern science.

That conclusion is anethema to authors Black and Tylianakis, as they insist that indigenous ways of knowing are not inferior to modern science (that’s why they should be taught alongside modern science), and are just as valid in producing knowledge. Black and Tylianakis are wrong, and you can see this by realizing that indigenous knowledge has, at best, progressed only a small bit in the last 200 years or so, while science has increased our knowledge of the universe immeasurably in just a century. But I emphasize that indigenous “ways of knowing” are not useless, for they help us understand the thought of different cultures. They should be taught in sociology and anthropology class, but not in science class.

Okay, on to a few claims of the paper, which I’ll put under my own bolded headings.  Quotes from the paper are indented:

Indigenous knowledge is of considerable value in enhancing and expanding science and should be taught as alongside science in the science class.

We argue that Indigenous knowledge can complement and enhance science teachings, benefitting students and society in a time of considerable global challenges. We do not argue that Indigenous knowledge should usurp the role of, or be called, science. But to step from “not science” to “therefore not as (or at all) valuable and worthy of learning” is a non sequitur, based on personal values and not a scientifically defensible position.

The problem throughout the paper is twofold. First, nobody ever said that indigenous knowledge is not valuable. Some of it is (many drugs like quinine came from indigenous knowledge), but I add that testing whether quinine really works required modern science: controlled, double-blind studies.  Second, the authors give only one example I can see of how indigenous knowledge is supposed to enhance modern scientific knowledge—and that example is misguided. (See below.)

Indigenous knowledge is of equal value to modern scientific knowledge, but the former is often presented in “simplistic caricatures”.  Bolding below is mine:

One attempt to provide policy protections and opportunities for Indigenous knowledge is the Aotearoa–New Zealand government’s decision to ensure that Indigenous knowledge (Mātauranga Māori) has equal value with other bodies of knowledge in the school curriculum, after lengthy advocacy from Māori educators to honor the Treaty of Waitangi, Aotearoa– New Zealand’s founding document.

. . . We suggest that many of the arguments used to “defend” science by presenting Indigenous knowledge as inferior are themselves rooted in logical fallacies. We also argue that the treatment of all Indigenous knowledge as myth is at odds with the literature, which emphasizes a continuum from empirical and science-like aspects of Indigenous knowledge to philosophical and metaphysical ones

. . . Moreover, we argue that there is a cost to rejecting Indigenous knowledge, in that framing it with simplistic caricatures misses the potential for complementarity between science and Indigenous knowledge.

This of course depends on what you mean by “equal value.” If we’re arguing about scientific value, which, given the article’s title, seems to be what the authors mean, I’d say that MM is less valuable by far than modern science, as evidenced by its scanty record of advancing knowledge. But as a way of understanding cultures, yes, one could argue that MM is comparable in sociological value to modern science (i.e., in understanding a culture’s “way of knowing.”)

I don’t know anyone who thinks that all indigenous knowledge is myth. If that were true, indigenous people wouldn’t be have been able to live.  But it is inferior to modern science is finding knowledge.

And as for “simplistic caricatures”, well, I have tried hard to present MM as it really is, though of course I’m not Māori. But nobody who studies MM can doubt that it is not the same thing as modern science, for MM is imbued with religion and spirituality, conveyed by traditions and myths, and full of morality, ideology, and advice about how to live. Those are most definitely not things to be taught in science class.

A lot of the verbiage of this paper is confusing, for much is drawn from postmodernism. Look at this, for example:

Similarly, we argue that teaching Indigenous knowledge alongside science should not seek to usurp science (in the way that, for example, creationism seeks to undermine evolutionary theory because they are incompatible with one another), but rather it “provokes science, and can act as a mirror for science to see itself more clearly, reflected in a philosophically different form of knowledge” .

What does it mean to “provoke science” or “act as a mirror for science to see itself more clearly”?  Could we have an example, please? Like many of the papers defending MM from criticism, there is a glaring dearth of examples to clarify the authors’ claims.

Indigenous knowledge can contribute to conservation. This is the oft-made claim that indigenous peoples were assiduous stewards of the land, careful to manage it so they could sustain ecosystems. This is debatable at best, and in the case of the Māori extremely debatable. Yes, it’s true that some factual knowledge of the environment can help modern conservationists preserve the land, but I would deny that indigenous “ways of knowing” sit alongside modern conservationism as ways 0f helping preserve the planet.  A claim from the paper:

The timescales of knowledge generation are also complementary. For example, short-duration scientific research funding cycles can create institutional barriers to long-term data acquisition and study of large-scale (such as environmental) problems. By contrast, Indigenous knowledge can and has contributed empirically generated, intergenerational knowledge, making it an increasingly valuable tool in environmental management, particularly around rare but increasingly frequent natural events such as large-scale deadly bush fires that plague Australia and parts of North America. For at least 40,000 years, Indigenous Australians have been managing the landscape, leaving a deep human imprint, one that has been nearly erased from living memory. However, in parts of Australia, local authorities, scientists, and Indigenous communities are now coming together to revisit Indigenous fire management and reframing science through Indigenous knowledge to better understand these modern environmental dilemmas

Is it true that indigenous people managed the landscape better than modern conservationists? (I’ll freely admit that early European colonists didn’t manage the landscape at all, but rather clear-cut huge swaths of forest.) Here are a few counterexamples.

The fires set by indigenous people in North America and New Zealand (I don’t know about Australia) were not meant to conserve the land, but to produce clearings to hunt bison or simply to clear the forest.  And in New Zealand the indigenous people clear-cut more forest than did the colonists; here’s something I wrote a while back:

I can’t help but add here that the idea that the Māori consider themselves part of the environment, stewarding it carefully as opposed to the “destroy it all” Europeans–isn’t correct. What we know is that between the arrival of Polynesians on the island (13th century) and the colonization by Europeans (18th century), the main method of Māori cultivation involved burning off the native forest.  Māori burning was so extensive that it could be detected in Antarctic ice cores, and is estimated to have reduced the forest cover of the island from 80% to 15% (compare left with middle figures below). Europeans of course burned [additional] forest, and that you can see by comparing the middle figure to the right figure.  They don’t like to talk about the Māori burnings in NZ, but researchers agree that a substantial part of the reduction in virgin forest cover was caused by the indigenous people. (They also, of course, drove the moas extinct by killing them for food.)

Here’s the result of forest removal by the and after European colonization (from Weeks et al. 2012)

I added that to put some perspective on the claim that Europeans were the people who really destroyed the forests of NZ while the Māori were taking good care of it. And, of course, NZ now has one of the world’s best conservation efforts—largely a product of Western science.

I no longer use the term “Western” science, for although modern science was developed in the West, it’s now the property of the entire world, and practiecd by people everywhere.

The Maori of course helped drive the nine species of native moas (large flightless birds) to extinction, killing them for food. Likewise, native people helped drive large native mammals to extinction in several places.  Now the authors do raise the issue of the poor moas, but only to dismiss it:

Yet although Indigenous knowledge is also well known to be dynamic and continuously updated, critics do not afford it an equal right to correct itself. For example, “pity the moas were all eaten” is commonly used rhetoric to imply the failure of Māori knowledge around conservation of a giant endemic New Zealand bird in the 15th century. Yet this reasoning mistakenly conflates the validity of present-day Indigenous knowledge with 15th-century knowledge and decision-making.

If “do not kill moas” is now part of MM, I don’t know of it. But I jest (in part). The real implication here is that MM can revise itself in light of new facts. And that’s the case to some extent, for they’ve hit on new ways to catch seafood, for example. But “knowledge” based on spirituality and tradition is not subject to empirical revision. One example is the claim of some Māori authors (based on a mistranslation) that the Polynesians (their ancestors) discovered Antarctica in the seventh century A.D. (Part of the legend is that they used canoes made of human bones.)  This is now uniformly refuted by all sentient anthropoids, who know that Antarctica was really discovered by the Russians in 1820. But the authors have never admitted they were wrong, and in fact persist in their claims (see my posts here, here, here, and here). And where are the revisions, in light of modern science, of the claims of some North American “first people” that their ancestors were always here and didn’t come over from Asia? Has anybody seen one admission of that?

Further, the Maori still cling to a very important component of their way of knowing: the vitalism or “life force” called mauri.   As Nick Matzke has pointed out in a video, MM still largely rejects “methodological naturalism”, the view that natural laws are always at work, everywhere.  In my analysis of Nick’s arguments (he doesn’t see MM as an equivalent to modern scientific “ways of knowing”), I said this:

In Māori culture, “Mauri” is defined this way:

life principle, life force, vital essence, special nature, a material symbol of a life principle, source of emotions – the essential quality and vitality of a being or entity.

And it has been invoked as something that was to be used in the chemistry curriculum for 14- and 15-year-old: particles and atoms were said to have their own “mauri”. To Nick (and to me) this is an unacceptable form of vitalism, given that science has found no evidence for vitalism or teleology in any aspect of science. Nick in fact wrote a letter to the New Zealand Herald highlighting this (see below).  My own post on mauri and chemistry (and electrical engineering!) is here.

If MM is to be taught alongside science, a lot of its claims are going to have to be stripped away: yes, just those claims that conflict with modern science. In contrast, we don’t have to change what we teach as modern science in light of modern claims.

Modern science does bad stuff.  This is a familiar way to do down science, but it holds no water.

 

The knowledge produced through traditional science methods has resulted in many game-changing outcomes, such as the eradication of smallpox and the production of life-saving vaccines. However, it has also proven itself wrong (for example, phlogiston, aether, and phrenology) and produced catastrophic outcomes for humanity (such as the atomic bomb), while failing thus far to solve the most pressing challenges of our time (such as climate change). As scientists, we accept such scientific shortcomings on the basis that they are corrected as part of the scientific process, in which knowledge is updated as new information becomes available.

These are shortcomings not of science itself, but of scientists. But science itself also ensures that this knowledge is self-correcting. Where is the self-correction in MM that, say, will get the authors of the ridiculous Antarctica papers to admit that they were wrong? Or to get advocates of MM to admit that there is no mauri, no life force?  Those corrections are part of the toolkit of modern science, but figure into traditional “ways of knowing” only insofar that a claimed observation about nature was later found to be wrong. There is no “toolkit” of indigenous knowledge that is agreed on by all observers: no double-blind testing, no wide use of hypothesis, no endemic doubt, use of predictions, and so on.

Diversity promotes innovation. If we’re talking about diversity of ideas here, I’m on board. But does diversity of “ways of knowing” advance science? Conceivably it could, by adducing new facts, but where are the examples? The authors give none:

Innovation draws from diversity

Innovation, like evolution, draws from diversity, so that diversity of knowledge sources and transfer among them are known to positively influence innovation (15). This value is exemplified by the move toward cross-disciplinarity, in which science can draw on inductive fields of research for hypothesis generation. Given this value of diversity, global challenges faced by humanity could benefit from inclusive science and maintenance of knowledge diversity more generally rather than insisting on assimilation into a single culture of knowledge generation. One path to preventing the extinction of Indigenous knowledge is its dissemination in classrooms, under Indigenous governance and management (supported by the International Bill of Rights and, specifically in New Zealand, the Treaty of Waitangi Act 1975 and the Waitangi Tribunal). Not only will this help to protect Indigenous knowledge holders and their culture, it has the potential to generate innovation more broadly.

This is, to me, a lot of hot air that would benefit from the authors giving at least one example. Instead, they insist that New Zealand adhere to the 1840 Treaty of Waitangi, which, gives Māori full rights as British subjects while also stipulating this:

  • Article two of the Māori text establishes that Māori will retain full chieftainship over their lands, villages and all their treasures while the English text establishes the continued ownership of the Māori over their lands and establishes the exclusive right of pre-emption of the Crown.

This has been used to buttress the equivalency of MM with modern science, and to justify the two being given equal time in the classroom. But it says no such thing.

The paper ends with a clarion call for “evidence” instead of caricatures (of indigenous knowledge), which is ironic because the paper is almost completely evidence-free, and what evidence it does adduce is distorted.  This is expected in a paper designed not to raise up science, but to raise up indigenous people. But the way to do that is to teach them modern science from the get-go, not to coddle their egos by arguing that their traditional “ways of knowing” are complementary rather than inferior to modern science.

In the end, this is not a science paper but a paper inspired (as is so much academic mischief) by DEI. And it ends with a gust of hot air:

Evidence, not caricatures

Indigenous knowledge can complement science-generated knowledge in the pedagogy landscape by providing acceptance and understanding and by contributing to the addressing of global challenges. We urge both education policy analysts and scientists engaging in this debate to draw on evidence rather than caricatures of Indigenous knowledge and a partisan approach to knowledge generation. Knowledge is produced in many traditions. The scientific method is one of those, Indigenous approaches are others, and these are not necessarily mutually exclusive. We need to respect Indigenous knowledge for its inherent value and the philosophical reflections it can provide science to improve outcomes, irrespective of how Indigenous knowledge is contextualized. Much of our time as researchers is spent challenging scientifically derived universal truths through work in local contexts, and Indigenous knowledge does the same but with a higher degree of connectivity between the researcher and what is “researched.” Arguably, the ignorance toward Indigenous knowledge and its application is only slightly greater than ignorance to science methodology. We think this is the strongest rationale for teaching them both in schools.

But there is no evidence to draw on, or at least none is cited in this paper.  Tell us some ways that indigenous science has complemented or improved modern science and is in fact not inferior to modern science in producing knowledge!  I’m ready to listen!  But all we get is lame and probably incorrect claims about “stewardship of the land.” End of story.

In some ways I’m glad I retired, as I don’t have to participate in a system that values knowledge not by its correspondence with reality, but by its correspondence with indigenous “ways of knowing”.

A good summary of the mess that is science education in New Zealand

September 20, 2023 • 11:30 am

If you want to see what the government of New Zealand is up to with respect to science education, you can’t do better than listening to this video/slideshow by two exponents of the “we-need-two-knowledge-systems” view. I’ve gotten a lot of scary stuff from Kiwi educators in the last couple of weeks, but this one site sums up how science education in New Zealand is circling the drain.

And it’s happening because of uber-wokeness: the propensity of Kiwis to regard the indigenous Māori and those with a fraction of Māori ancestry as somehow sacred, with a culture and “knowledge system” that are beyond criticism. Combine that with a nationwide authoritarian mindset that will get you fired if you criticize anything Māori, and you have a recipe for madness.

(By the way, the country is now often called “Aotearoa New Zealand” as a concession to the Māori, in whose language the first word means “land of the long white cloud”. I wouldn’t be surprised if they eventually dropped the “New Zealand” part.)

Click on the screenshots below to hear a 57-minute podcast showing what I see as a deeply misguided and unscientific attempt to give New Zealand schoolchildren two—count them, two—”knowledge systems”. One of them is simply modern science, and the other is Mātauranga Māori (MM), a pastiche of knowledge accumulated by trial and error, but also of religioun, superstition, ethics, word of mouth tradition, etiquette, and many things having nothing to do with science. These latter things should be regarded not as “ways of knowing” but as “ways of feeling” or “ways of behaving”.

The site below is sponsored by the New Zealand government, so you know it’s serious.

The summary:

In this recorded webinar Pauline Waiti and Rosemary Hipkins explore the idea of knowledge systems with examples from science and mātauranga Māori.

The report Enduring Competencies for Designing Science Learning Pathways introduced the idea of exploring both science and mātauranga Māori as knowledge systems. Thinking about knowledge as a system is likely to be an unfamiliar idea for many teachers. In this webinar we unpack the metaphor, using familiar science concepts to show which of them might be appropriately explored through both knowledge lenses (i.e. science and mātauranga Māori) and when this might not be helpful.

Rosemary Hipkins is in fact the mother of NZ’s present Prime Minister Chris Hipkins, who himself served as Minister of Education for the Labour Party. She began as a biology teacher but now is a Big Noise in “improving” the curricula in New Zealand’s schools. For her services to education she was recognized in the 2023 New Year Honours List, becoming a Member of the New Zealand Order of Merit “for services to science education”.

is the director of

Click on the screenshot above or below to go to the 57-minute lecture/discussion/slideshow below.

The video begins with a lot of untranslated

First of all “MM” isn’t a “knowledge” system in the way you probably think, since “knowledge”, conceived of as “generally accepted empirical truth” is only a small part of MM. The discussants get around this by including “values”, “experiences,” and “standards” as aspects of “knowledge”. Then, as the defendants of MM do so often, they present a complex diagram of what science is (13:30). It adds nothing to the “unpacking” of science.

At 14:54 Waiti introduces the MM idea of “mauri,” which is simply a “teleological force” that adds nothing to our understanding of nature; it is simply a quasi-religious concept. Waiti admits that this is a different way of looking at empirical problems, but is “equally as valid” as is modern science. My response is “no, it isn’t.” But at last we see some proponents of MM who say that they’re not plumping for equal time for science and MM in the classroom, nor a direct equivalence. Instead, but just as bad, they argue (see slide below) that although these nonequivalent ways of knowing, they can still be brought together usefully to present a complete picture of nature.

How? That’s the big problem, and one that, as far as I can see, has no solution. That’s because there really is only one way of knowing about the world, and that’s using the tools of science. Dragging in ideas like “mauri” not only pollutes science, but confuses students. “Mauri,” again, is a quasireligious concept, defined by the

 

Here:

The next slide brings in the MM concept of “mana”, defined by the dictionary as

prestige, authority, control, power, influence, status, spiritual power, charisma – mana is a supernatural force in a person, place or object. Mana goes hand in hand with tapu, one affecting the other. The more prestigious the event, person or object, the more it is surrounded by tapu and mana.

. . . and tapu means this:

be sacred, prohibited, restricted, set apart, forbidden, under atua protection – see definition 4 for further explanations.

definition 4:

restriction, prohibition – a supernatural condition. A person, place or thing is dedicated to an atua and is thus removed from the sphere of the profane and put into the sphere of the sacred. It is untouchable, no longer to be put to common use.

Hipkins then points out that in MM, unlike science, both living and nonliving objects have agency. (This is of course connected with mauri.)

Note that in the next slide, MM as a “knowledge system” also “conveys wisdom about how to live and be.”  How on earth can views about the best way to live one’s life be usefully folded into modern science?  Don’t ask me.

Finally, Hipkins defines what she means by “equal status” for both MM and science. At least she admits it doesn’t mean equal time in class!  But in the entire podcast they give not one example of how “western” science can be brought together fruitfully with MM.

And the advantages of combining two knowledge systems? The answer is in the slide below. It isn’t convincing.because the main object of MM appears to be to “live as ethically and responsible as possible” That’s a goal completely different from that of science, even though they imply that that’s also a goal of science.

In the end, these aren’t two “knowledge systems”. They aren’t at all comparable, much less compatible, and to call MM a “knowledge system” is mostly false. Imagine watching the podcast as a teacher and then trying to figure out what you’re supposed to do in class!

What appears to be happening is a pullback from teaching MM as coequal to science qua science in science classes and its replacement with MM’s characterization as coequal to science as a “knowledge system” (whatever that means).  That is, students will now be taught a form of cultural relativism in science classes and there will be emphasis on the limitations of science—limitations overcome by learning about MM, which has knowledge not present in science. This is no improvement over the previous plan, but a recipe for added confusion.

In my view, as the authors of the Listener letter argued, MM shouldn’t be dragged at all into the science class, but reserved for sociology or anthropology class. There’s already a word for the small part of MM that can be incorporated into science. It’s called “science.”

I have comments from three Kiwi scientists (all anonymous, of course) about this presentation.  Here’s the first one:

This is not an improvement in epistemic terms. Arguably it’s even worse than integrating MM into science, as social constructivism/epistemic relativism are antithetical to science.
I think it does make it easier for us to criticise what’s going on, however, as the postmodernist ideology is more evident. It’s pretty hard to argue that criticism of postmodernist ideology is racist!
You ask: how are they going to teach MM now? The answer is they’re not – to do so would be “recolonisation”. This was never really about teaching MM. It was always a political project designed to promote an ideological agenda. Here’s a relevant quote from Doug Stokes’ book “Against decolonisation”:
 
“[A]ctivists impose decolonisation as part of a counter-power move to push back against what they claim is knowledge power plays of historically tainted thinkers and institutions. In short, if all knowledge is relative, it becomes politically acceptable to impose your agenda in the name of social justice and a form of restorative activism. Decolonisation is thus an explicitly political power play.
This, in turn, transforms the academic social contract. It moves from a process whereby the sum of human knowledge improves in terms of its capacity to explain the world to a form of radical political deconstruction underpinned by an ethical claim that this is justified to compensate for the legacy effects of the alleged perfidiousness of Western civilisation. The assertion that all human knowledge is equally valid and the university is a site of power contestation makes it easier to understand the abandonment of fundamental academic principles, not least that of academic freedom; Itself often portrayed as a conspiracy on the part of bigots to justify discrimination and ideas that may run contrary to those of the progressive ‘woke’ Left. Aside from the obvious fact that if all knowledge is relative, why should we subscribe to the assertions of the decolonisation critique itself, [when] this form of unbounded judgmental relativism abandons any notion of reality or truth for a seeming endless play on meaning, identity and power that is transforming the university system.” (p. 83-84)
In short, the inherent attack on science is a feature, not a bug, and we’re replaying the science wars of the 1990s. People here in NZ should be asking themselves the following questions: if any of the MM proponents actually had a commitment to science, why are they all engaging with MM instead, and why to they consistently seek to caricature modern science?
From anonymous scientist #2

I’ve come across this video resource for teachers at a site that to the best of my knowledge is funded by the NZ govt. If you ever want to go through a painful experience, do watch this and then tell me if it makes any sense to you. The Q&A at the end is also telling.

I just cannot understand how anyone can watch this type of talk and think it can be useful for school teachers. But if you say anything about it in NZ you will be most certainly labelled as racist, intolerant, and/or full of prejudice…

And from the third anonymous Kiwi scientist with whom I’ve discussed the podcast:

Thanks for taking this issue on, and I look forward greatly to you taking up the issue. In my opinion it’s full of pretentious, impenetrable, but vacuous nonsense. Education here is ruled by a clique, membership of which (and thus career prospects) is confined to those who are happy to relinquish any belief in science and indeed, critical thinking. It brings to mind Hans Christian Andersen’s “The Emperor’s New Clothes”.

I don’t think that the educational and political powers in New Zealand realize how much their “sacralization of the oppressed” has angered and frustrated Kiwi scientists. And they’ll never know this so long as they deplatform, demonize, or fire those who speak against the Official Position.

Just give me a little less than an hour of your time to watch this presentation, and you’ll see what a mess science education (and education in general) has become in New Zealand. For here we have two recognized science experts trying to mix two immiscible liquids.

I’ll finish with a bit I’ve published before, quoting an ex-pastor. You can substitute Mātauranga Māori  for “religion” here, as there’s quite a bit of faith in MM’s “knowledge system”:

[This is the quote] I used to begin Chapter 4 in Faith Versus Fact. It’s from Mike Aus, a former preacher who left the pulpit after admitting his atheism on television. . .

When I was working as a pastor I would often gloss over the clash between the scientific world view and the perspective of religion. I would say that the insights of science were no threat to faith because science and religion are “different ways of knowing” and are not in conflict because they are trying to answer different questions. Science focuses on “how” the world came to be and religion addresses the question of “why” we are here. I was dead wrong. There are not different ways of knowing. There is knowing and not knowing, and those are the only two options in this world.

University of Auckland continues to promote indigenous ways of knowing while not allowing a promised debate between that and modern science

September 12, 2023 • 9:45 am

In July, 2021, a group of seven University of Auckland academics (two now deceased) published a letter in the Magazine “the Listener”  saying that the local (Māori) “ways of knowing”, or Mātauranga Māori (MM), while of significant cultural, sociological, and anthropological value, was not equivalent to modern science.  It was written because the New Zealand government and academic establishment was proposing to teach MM as coequal to modern science in the science classroom.  (This plan is still going on.) Since MM is a gemisch of some genuine empirical trial-and-error knowledge with superstition, ideology, ethics, and undocumented tradition, the seven authors were absolutely right in asserting that that mixture of “ways of knowing, feeling, and living” was not equivalent to pure modern science.

This now-infamous “Listener Letter” (it has its own Wikipedia page) caused a huge fracas, with academics writing petitions against it, the Royal Society of New Zealand denouncing it and then investigating two of the letter’s authors who belonged to the Society (that went nowhere), and then the Vice-Chancellor of Auckland Uni (i.e., the head of the University), Dawn Freshwater, issuing a statement damning the letter:

A letter in this week’s issue of The Listener magazine from seven of our academic staff on the subject of whether mātauranga Māori can be called science has caused considerable hurt and dismay among our staff, students and alumni.

While the academics are free to express their views, I want to make it clear that they do not represent the views of the University of Auckland.

The University has deep respect for mātauranga Māori as a distinctive and valuable knowledge system.  [Note that MM is far more than a “knowledge system.”] We believe that mātauranga Māori and Western empirical science are not at odds and do not need to compete. They are complementary and have much to learn from each other.

This view is at the heart of our new strategy and vision, Taumata Teitei, and the Waipapa Toitū framework, and is part of our wider commitment to Te Tiriti and te ao principles.

It’s not clear that Auckland Uni even had any views on the issue, and the letter, which you can read here, caused “hurt and dismay” only among the perpetually offended. The Listener Letter was simply a defense of modern science against “ways of knowing” that include superstition, religion, legend, and ethics.

Freshwater later walked back her rancor a bit, promising that within a year, Auckland Uni would have a debate about modern science versus MM’s indigenous “ways of knowing.” Here’s her promise (link same as above, emphasis is mine.)

I am calling for a return to a more respectful, open-minded, fact-based exchange of views on the relationship between mātauranga Māori and science, and I am committing the University to action on this.

In the first quarter of 2022 we will be holding a symposium in which the different viewpoints on this issue can be discussed and debated calmly, constructively and respectfully. I envisage a high-quality intellectual discourse with representation from all viewpoints: mātauranga Māori, science, the humanities, Pacific knowledge systems and others.

I recognise it is a challenging and confronting debate, but one I believe a robust democratic society like ours is well placed to have.

That promise was a lie. Freshwater never organized such a debate, and it’s 2½ years on. It’s clear that she will not allow critics of teaching MM as coequal to science to have any forum at Auckland Uni.  Freshwater was just stalling for time, and her behavior was and is unforgivable.

Instead, Auckland Uni is going full steam ahead pushing the scientific value of MM while criticizing modern science. Have a look at this article in the Auckland Uni newsletter, sent me by a university member too fearful to reveal their name (given the censorious climate in NZ, that’s par for the course):

Click on the screenshot below to read. Nope, it’s not a debate, but a kumbaya-fest on the value of MM. I reproduce the entire short piece. “Pūtaiao” can be loosely translated as “science”. As usual, the article is full of Māori words that aren’t understood by most readers; some have been translated by the UNI, and I’ve translated the most important ones remaining.

Notice that “STEM” has now become “STEAMx3,”, standing for “Science, Technology, Engineering, Arts, Maths, Medicine, and Mātauranga Māori.”  MM has become coequal with science in the very term!

Māori researchers from within the University and across the country were gathering this week for the inaugural biennial Pūtaiao Symposium at Tai Tonga campus.

The two-day event aimed to connect and inspire researchers, educators, students, influencers, and movers and shakers in Pūtaiao and STEAMx3 (Science, Technology, Engineering, Arts, Maths, Medicine, and Mātauranga Māori)

‘Ma Mua Kaa Hua,’ exploring the past to inform the future, was the theme, with an overarching aim of supporting future generations of Māori students and researchers.

Organised by Te Whare Pūtaiao, Faculty of Science, the first day of the event, on 7 September, was to focus on researchers, the second day on educators, influencers, iwi, hapū and community leaders.

A broad range of topics was to include the decolonisation of science, grounding research in kaupapa Māori, and data sovereignty, with an emphasis on participants engaging kanohi ki te kanohi (face to face) and a whakawhanaungatanga (relationship building) approach.

This is an attack on modern “colonialist” science and an approbation for the “way of knowing” of MM (“kaupapa Māori” is “things done according to Māori principles”).  It is a symposium designed to show the superiority of MM over colonial “Western” ways of knowing.

And of course it’s a far cry from the promised “debate”: it is one-sided boosterism, sponsored by Auckland Uni, for indigenous ways of knowing.

So I ask Vice-Chancellor Freshwater: ˆwhere is the discussion you promised over two years ago about the relationship between mātauranga Māori and science? You committed yourself and your University to that debate. Were you lying? Was your intent always to denigrate modern science at the expense of Māori ways of knowing, an intent furthered by Chris Hipkins, your new Prime Minister and former Minister of Education, who’s always pushed the equivalence of indigenous ways of knowing with modern science?

I can only watch on the sidelines, sadly shaking my head as people like Freshwater and Hipkins transform New Zealand science into a program for social justice, prioritizing indigenous knowledge over genuine science. Auckland University is the best school in the country, but is becoming a joke.

I will be writing Freshwater, asking where that promised symposium is, but I wouldn’t hold my breath that it will ever take place.  The lobby for all things indigenous has created a climate in which not only such a symposium could never be held, but also in which those who want such a discussion are even afraid to bring it up lest they lose their jobs.

Poor New Zealand! If you want to do science, I’d suggest either leaving (if you’re a resident), or choosing some other country in which you can study science without being hectored by those pushing indigenous “ways of knowing.”

New Zealand government spends $2.7 million to test already-debunked indigenous theory about the effect of lunar phases on plants

July 30, 2023 • 9:45 am

We’ve already learned that, with respect to some indigenous “scientific” theories, the New Zealand government is willing to commit the “Concorde” or “sunk cost” fallacy, continuing to fund lines of inquiry even though those projects have already been proven wrong or unproductive. A particularly egregious example, which I’ve documented before (see here, here and here) is the NZ government’s handing out $660,000 (NZ) to Priscilla Wehi of the University of Otago to pursue claims that the Polynesians (ancestors of the Māori) had discovered Antarctica in the early seventh century.  That claim was debunked by Māori scholars themselves, who discovered it was based on a mistranslation of an oral legend. The real discoverers of Antarctica were members of a Russian expedition in 1820. But Wehi was still given a big chunk of money to pursue a palpably stupid idea—only because it was based on an faulty indigenous legend.

The same thing is about to happen again, but this time involving more money. Now $2.7 million (NZ) has been given out to Māori workers to test (not really a “test”, as there’s no control) their notion that the phases of the moon affect plants to the extent that you can improve crop yield by planting and harvesting during certain propitious lunar phases.

This idea had already been debunked decades ago, but once again the Kiwis who hand out grants don’t care; they just want to proffer money to Māori, presumably as some form of affirmation of indigenous “ways of knowing”.

But read on about the government’s funding of Māori “tests” of the effects of lunar phases on planting.  Is there a control that ignores Moon phases? Not that I see. Further, the data already exists in the literature to show that this endeavor is useless. It’s not a “test,” but a complete waste of taxpayers money.

This article is from a section of New Zealand’s most widely read newspaper, the New Zealand Herald.  Note that “maramataka” is the Māori lunar calendar

Note that throughout the article there are reference to “positive results” of relying on the Moon’s phases for planting and harvesting, but no data have been published, and none are given. This is an exercise in confirmation bias, in giving money based on what people want to be true. 

Using ancient Māori knowledge of moon phases has shown positive results on pasture growth and riparian planting resilience for Bay of Plenty farmers Miru Young and Mohi Beckham.

The farmers were among those who spent two days on historic Te Kūiti Pā being guided through the Māori lunar calendar at a first-of-its-kind workshop.

They were shown why moon phases can influence aspects of plant growth, seed-sowing effectiveness and the potency of healing properties in native plants that Māori farmers have used to counter illnesses in farm animals for decades.

“We’re not here to preach maramataka (lunar calendar) but encourage farmers to observe so they can utilise the tools around us,” said Erina Wehi-Barton.

“Using maramataka and traditional plant knowledge is about working smarter not harder.

. . .Erina is a mātauranga practitioner and project specialist/kairangahau Māori for the trial Rere ki uta rere ki tai.

Note the implication below that this is a controlled study: mātauranga, characterized as “Māori science” is to be tested alongside “Western science”. But that’s the only time you hear anything about a control, and I’m pretty sure there isn’t one. My bolding:

The Government-funded trial explores mātauranga — Māori science —alongside Western science and farmer knowledge to improve soil health.

It is one of three place-based projects awarded funding as part of the Revitalise Te Taiao research programme. Paeroa-based Rere ki uta rere ki tai has been allocated $2.7 million to test farming methods that aim to “enhance the mana and mauri of the soil” across 10 farms.

“Mana” refers roughly to “spiritual power”, while “mauri” means “life principle/vital essence”.  Both are teleological words that have no place in science.  But there’s more:

Erina said farmers already spent their days observing differences in pasture and forest growth through the seasons and were uniquely placed to gain insights over a lunar cycle. [JAC: where are the data?]

. . . The workshop came about after Erina visited Miru’s 80ha dairy farm in Pukehina, and had a conversation about maramataka.

Miru’s father Patrick and late granddad Steve had shared what they knew about maramataka, but the workshop allowed Young to learn more about each individual moon phase and how it might influence his farm.

“I grew up with maramataka from Dad and Koro (grandad), and Dad used it for gardening, hunting, fishing and diving. Now I do it for all of those, but I never thought about doing it for farming,” he says.

“What I do with fishing and diving is I write down what I get when I go out and what the moon phase is, then I know where to go back at what time. I saw patterns, more seasonal than anything.

“But with farming, I didn’t know how it might work because we use a contractor for planting, and he comes down when he’s ready, not when I’m ready.

“After I’d spent two years writing down my planting and the moon phases, I’d built a better relationship with my contractor, and I picked a better time to plant on, and now he’ll come then.”

Miru has recorded his observations that pasture was slower to get going at certain moon phases.

During the workshop on the marae, he talked with Wehi-Barton’s “ngahere parents” — who have taught her their knowledge of the forest — and related this to his experience hunting by the moon phase.

“I could see the patterns with hunting and diving.”

What patterns? Where are the data?

Fellow Bay of Plenty farmer Mohi Beckham grew up in a big family and learned from his mother who incorporated traditional Māori knowledge into her garden that helped sustain the whānau [extended family].

He has employed contractors who use the lunar cycle to guide riparian planting times on his brother’s Scylla Farm in Pukehina, a 208ha mixed dairy farm and orchard that he manages in the Bay of Plenty.

“We’re already doing maramataka on our farm through our planting of riparian plants, and the results they’ve had are amazing,” he says.

“The contractors only work in the high energy days of the lunar cycle, which is anywhere between 12 and 20 days compared to five days a week for conventional planting contractors. But the productivity is higher in the maramataka boys.

“A lot of our stuff has been under water this year and there’s a 93 per cent survival rate for their [maramataka] plantings. Usually, you are lucky when the survival rate is at 80 per cent.”

That’s about all the data we get, and it’s not only anecdotal, but not precise.  They didn’t even record the observations! (my bolding)

Mohi says he hasn’t kept a diary to properly record observations, but had experimented with sowing pasture on different moon phases that are resting and dormant phases or high-energy phases for plant growth.

“Two years ago we planted some according to the best phase of maramataka and some a week before that high-energy period. The maramataka outgrew the first area sown, even though it was planted seven to 10 days later.”

Taranaki farmer Nick Collins, the farm engagement adviser for Rere ki uta rere ki tai, has used moon phases during his 18 years as an organic dairy farmer.

“With hay, we found it cures better on the new moon, or after the full moon, because there’s lower moisture levels in the pasture,” he says.

“Leading up to the full moon is the active phase, which was a good time for silage because we weren’t worried about drying the plant. But we found that with hay, it seemed to dry better when the plant has lower moisture levels, and that’s a waning moon.”

Note: the hay “seems to dry better”.  When you hear stuff like that, remember Feynman’s remarks about  the nature of science:

“The first principle is not to fool yourself – and you are the easiest person to fool.”

What we see above is simply an exercise in reinforcing self-foolery. And of course the newspaper doesn’t dare raise any questions about it.

But there’s really no need to waste this $2.7 million, because there are already many, many published studies examining whether the phases of the moon influence crop physiology or yield. They’re summarized in the paper below from journal Agronomy, published by MDPI.  And the answer is that the lunar phases have no palpable effect on crop growth or yield, mainly because the influence of the Moon’s phases is simply too miniscule to affect plants. In other words, we already know that the studies above won’t show a positive effect, because similar work has already been tried.

Click the screenshot to read.

The authors did an extensive survey of the influence of lunar phases on plant physiology and, looking at all published studies, found no effect. 

Here’s the abstract, which pulls no punches, noting that popular agricultural practices that are tied to lunar phases have “no scientific backing.” Did that stop the NZ government from handing out millions to farmers using indigenous “ways of knowing” based on those phases? Nope.

All bolding is mine.

Abstract

This paper reviews the beliefs which drive some agricultural sectors to consider the lunar influence as either a stress or a beneficial factor when it comes to organizing their tasks. To address the link between lunar phases and agriculture from a scientific perspective, we conducted a review of textbooks and monographs used to teach agronomy, botany, horticulture and plant physiology; we also consider the physics that address the effects of the Moon on our planet. Finally, we review the scientific literature on plant development, specifically searching for any direct or indirect reference to the influence of the Moon on plant physiology. We found that there is no reliable, science-based evidence for any relationship between lunar phases and plant physiology in any plant–science related textbooks or peer-reviewed journal articles justifying agricultural practices conditioned by the Moon. Nor does evidence from the field of physics support a causal relationship between lunar forces and plant responses. Therefore, popular agricultural practices that are tied to lunar phases have no scientific backing. We strongly encourage teachers involved in plant sciences education to objectively address pseudo-scientific ideas and promote critical thinking.

And the conclusion:

Conclusions

Science has widely established different evidences: (i) the Moon’s gravity on the Earth cannot have any effect on the life cycle of plants due to the fact that it is 3.3 × 10−5 ms−2, almost 300,000 times lower that the Earth’s gravity; (ii) since all the oceans are communicated and we can consider their size being the size of the Earth, the Moon’s influence on the tides is 10−6 ms−2, but for a 2 m height plant such value is 3 × 10−13 ms−2 and, therefore, completely imperceptible; (iii) the Moon’s illuminance cannot have any effect on plant life since it is, at best, 128,000 times lower than the minimum of sunlight on an average day; (iv) the rest of possible effects of the Moon on the Earth (e.g., magnetic field, polarization of light) are non-existent.

The logical consequence of such evidence is that none of these effects appear in physics and biology reference handbooks. However, many of these beliefs are deeply ingrained in both agricultural traditions and collective imagery. This shows that more research should be undertaken on the possible effects observed on plants and assigned to the Moon by the popular belief, addressing their causes, if any. It would also be interesting to address these issues in both compulsory education and formal higher agricultural education in order to address pseudo-scientific ideas and promote critical thinking.

Well, the “research” being undertaken above is not scientific, as there’s no control—but perhaps “control studies” are an invidious artifact of “Western science”. Because of this, it doesn’t count as the “more research on possible” effects called for by Mayoral et al.

If this was a proposal submitted to the U.S.’s National Science Foundation, it would never be funded for two reasons: it flies in the face of what’s already established knowledge in agronomy, and preliminary studies haven’t been done to show that there’s a likely effect of lunar phases on crop yield.

Mayoral et al. also warn that studies like the one above border on “pseudoscience” and can pollute science teaching. I’d leave out the words “border on” and say “are pseudoscience.”  From the Agronomy paper:

We are concerned about the insidious spread of pseudo-scientific ideas, not only in the field of plant science (which determines many of the behaviours, habits and techniques of many farmers in rural areas) but into the broader population through both formal and informal education. As science educators, we are especially concerned about the widespread belief in pseudo-science throughout the general populace and especially in science teachers. Solbes et al. showed that 64.9% of a sample of 131 future science teachers agree or partially agree with the expression “The phase of the Moon can affect, to some extent, several factors such as health, the birth of children or certain agricultural tasks”. [If they surveyed the Māori, the proportion would be higher than 65%.]

Given this worrying scenario, teachers must promote critical thinking as an essential part of citizenship development. . .

Is that going to happen in New Zealand? Again, not a chance. It’s considered “racist” to denigrate Māori practices or Māori “ways of knowing”. Yes, there are some empirical trial and error bits of knowledge in MM, but none of them are based on the kind of hypothesis-testing used by modern science. This study is just another bit of unscientific work. Further, it has the potential to damage Kiwi agriculture, basing it on traditional lore rather than hard scientific tests. And, as the authors note, it has the potential to damage the scientific education of New Zealand’s youth as well, for the government under PM Chris Hipkins is determined to teach mātauranga Māori in science classes as equivalent to modern (“Western”) science. (Note that science isn’t “Western”; it’s the purview of workers throughout the world.)

I was sent the Herald article by three separate New Zealand scientists who found it wrongheaded and foolish. One of them sent me a thoughtful take on it, which I reproduce with permission:

“If the proponents of this lunar phase proposal had a commitment to using both science and mātauranga Māori they would have done some homework on the relevant scientific literature beforehand. Rather, it appears that either they were happy to ignore existing scientific data that challenges their claims, or they believed the scientific data didn’t count because it wasn’t done from a mātauranga Māori perspective. It is currently unclear in epistemological terms what would constitute a legitimate test in mātauranga Māori. Another important question is whether there is a commitment to publishing negative results of the proposed work

Framing this as “Western science” versus mātauranga Māori thus opens the door to ignoring previous work. This will lead in many cases to wasteful duplication of previous research, some of which should disqualify proposals based on discredited ideas. This is the point that Jonathan Rauch makes in “The Constitution of Knowledge” about the importance of societies having to agree on a common set of facts. Once we abandon that, as we must if we buy into postmodernist cultural relativism, we’re condemned to some form of process argument based on political power. This would inevitably involve direct comparisons between mātauranga Māori and science that would benefit no one. Much better to treat each as distinct and of value for different reasons. Many proponents of mātauranga Māori agree that it is distinct from science, but if that is the case why is it being taught and funded as science?

One obvious difference between the two is the epistemological commitment to testing hypotheses that is inherent in science. Both mātauranga Māori and science involve careful observation. Science generally also involves some form of test or experiment. Proponents of mātauranga Māori may argue that trial and error counts as this, at least to some extent. What science seeks that mātauranga Māori does not is an additional layer of understanding: causal explanations based on theories of mechanism. This is the difference between science and technology. The latter just needs to work. We don’t necessarily need to know why. However, distinguishing between cause and effect is a key component in science, and this involves distinguishing between causal factors and correlation. Maramataka is a very detailed body of knowledge based on seasonal and lunar correlations, but it doesn’t explain why things happen at certain times, only that certain events coincide. The flowering of the pohutukawa tree doesn’t cause the gonads of sea urchins to ripen and thus become good to eat: the two events are both driven independently by environmental temperature. Inductive reasoning can be effective at making predictions under constant conditions, but when things change, as they are under climate change, such patterns are likely to become increasingly unreliable.”

It’s time for New Zealand’s scientists, both Māori and non-Māori, to stop this nonsense. Indigenous knowledge has its place, but it’s not equivalent to modern science. And the taxpayers of New Zealand continue to throw millions of dollars away on worthless studies funded only to propitiate the indigenous culture. Is that worth destroying science in New Zealand? After all, this $2.7 million could have gone for real science or medical research instead of trying to prop up a confirmation bias based on spirituality and tradition.

Misconceptions about evolution

June 14, 2023 • 9:35 am

Over the 14 years (can it be that long?) that I’ve been writing this website, I’ve put up several lists of misconceptions about or misrepresentations of evolution, but they’ve all been compiled by other people (for example, see here, here, and here). Some of them aren’t really misconceptions, such as the second link, which lists “misrepresentations” that are really pieces of advice about how to teach evolution.  Those are generally good, though I can’t say I agree fully with this one: ““Avoid giving the impression that evolution is atheistic, or that evolutionists must be atheists.”

The way I teach evolution, starting with two sessions on why we accept evolution (these lectures were turned into Why Evolution is True), involves a certain amount of creationism-bashing. That’s because I use the rejection of creationism in favor of evolution in the late 18th century as an example of the way science proceeds: theories are discarded when they become increasingly incompatible with the evidence, while the alternative theory (evolution in this case) is able to explain facts that stymie creationism. The fossil record, anomalies of development, vestigial organs, and (my favorite) biogeography are all areas in which evolution explains phenomena that can’t be explained by Biblical creationism.

Now it wasn’t I who made this argument, but Darwin. If you read On the Origin of Species, which Darwin himself characterized as “one long argument,” you’ll see that he’s constantly opposing creationism with evolution without going too hard after Christian creationism (Britain wasn’t full of fundamentalists like America is now). Describing the imbalance of organisms on oceanic islands, for instance, was a very clever way that Darwin showed how evolution could explain phenomena that baffled creationists. In fact, I’ve never seen a good creationist explanation of biogeography, especially of the “unbalanced” nature of life on oceanic islands: the lack of endemic mammals, amphibians, and freshwater fish while there are plenty of endemic insects, plants, and birds.

But teaching this way offended a few of my religious students, who called me out for “creation-bashing” in my evaluations. I reject that criticism, for, after all, creationism was THE going explanation for life and its patterns before Darwin, and within a decade his compelling arguments had vanquished that explanation. Teaching this way, I think, is a good object lesson in how science is done (yes, creationism was a scientific hypothesis before Darwin), as well as educating the students on why nearly all scientists accept the fact of evolution.  And I took this approach in Why Evolution is True. The usefulness of opposing two theories and adjudicating them with evidence is supported by the success of that book—far greater than I expected.

I don’t say anything about atheism in my classes, for that’s not part of my job, but most students do get the idea that the Bible should not be taken literally as a theory of biology. And if they ask me my views about gods straight out, I will be honest with them.  Further, if they ask me, according to the guidance in bold above, whether religion and evolution (or science in general) are compatible, I will explain to them (privately, because the explanation is long) that while one can be religious and accept evolution, they are incompatible in a fundamental way: one accepts religious “truths” based only on authority, dogma, or scripture, while science accepts empirical truths based on evidence and the consensus of scientists.  (Yes, religions do make truth claims.) That is why I wrote Faith Versus Fact.  But I’ve never had a student complain that I’ve said that either evolution or science are atheistic, for I have never claimed that in lecture. It is of course true in an important way, for a practicing scientist rejects the idea that what he/she is investigating could have divine explanations.  You leave your faith at the door of the lab. (I won’t reiterate my incompatibility claims here; read FvF if you want to see my argument.)

In that sense, then, science is atheistic, for it rejects belief in gods. Let me emphasize that, as I say in FvF, that this rejection is not by a priori agreement: scientists didn’t get together in some smoke-filled room and agree to reject gods, despite some creationists who claim that.   Indeed, there were times in science, like early astronomy or when Biblical creationism reigned, that divine explanations were part of science.  But since they haven’t proven useful in explaining anything, we now reject them as being useless.  The best expression of this idea is the conversation that supposedly took place between the Emperor Napoleon and the French polymath Pierre-Simon Laplace in 1802, after Napoleon had been given Laplace’s five-volume work on celestial mechanics.  There are many versions of this conversation,  which may never have taken place, but here’s one from British mathematicial Walter Ball, published in 1888:

“Laplace went in state to Napoleon to accept a copy of his work, and the following account of the interview is well authenticated, and so characteristic of all the parties concerned that I quote it in full. Someone had told Napoleon that the book contained no mention of the name of God; Napoleon, who was fond of putting embarrassing questions, received it with the remark, ‘M. Laplace, they tell me you have written this large book on the system of the universe, and have never even mentioned its Creator.’ Laplace, who, though the most supple of politicians, was as stiff as a martyr on every point of his philosophy, drew himself up and answered bluntly, ‘Je n’avais pas besoin de cette hypothèse-là.’ [‘I had no need of that hypothesis.’]

Even if the conversation never happened, the anecdote explains why science is atheistic in practice: we have no need of that hypothesis.

But I digress. In August I’m lecturing to people on a cruise to the Galápagos Islands, which of course were visited by Darwin on the Beagle.  I’m giving two lectures on that trip, “Darwin on the Galápagos” and “Why evolution is true”, as well as a Q&A session with two five-minute mini-lectures.  But first let me point out two widespread misconceptions about Darwin and the Galápagos islands, which I won’t go into here but will do on the voyage:

  1. Darwin did not have an “aha moment” in the Galápagos islands when suddenly evolution and natural selection became clear to him.
  2. The famous “Darwin’s finches”, while they did play some role in Darwin’s thinking that led to The Origin, did not play a major role. He doesn’t even mention the finches in that book, and barely mentions the Galápagos (only 16 times). Other data and ideas were more important to the revolution in thought wrought by Darwin.  If you want to read about his adventures on the islands, read Chapter XVII of  the earlier The Voyage of the Beagle, “Galapagos Archipelago.”  It’s free online at the link.

But I digress again. I have 5-10 minutes to explain to the guests what the biggest misconceptions about evolution are, so of course I have to leave some out. But the list is designed to inspire discussion, so here it is:

  1. Evolution is “only a theory”
  2. In evolution, everything happens by accident
  3. Natural selection transforms individuals over time (in reality, individuals don’t change, but populations and species)
  4. Evolution operates “for the good of the species”
  5. Evolution is inherently progressive
  6. Evolution equips organisms to face challenges that arise in the future
  7. Humans are no longer evolving

I could of course give more, but these are the seven I’ve chosen to explain, and I hope I can do it in no more than ten minutes. (I’m leaving out details and hope that they’ll come out in audience discussion.)

I may give summaries of my other minitalks here later (on the ship I’ll ask people which one(s) they want to hear), which include “What evidence would disprove evolution?”, “What IS the theory of evolution?”, and “Why do so many Americans reject evolution?”.

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Here’s a first-edition of On the Origin of Species in a presentation copy. (I’m not sure what that is for the handwriting is surely not Darwin’s.) Only 1250 copies were printed, and this one goes for $950,000:

Dawkins begins writing on Substack

June 7, 2023 • 10:45 am

There are only a few biologists on Substack that I know of (Colin Wright is another), so I welcome the addition of Richard Dawkins’s new site, “The Poetry of Reality,” which you can find at the link below:

You can subscribe for $70 per year, but can also subscribe for free to get the occasional public post.

So far there are two posts up. First, an introduction in which Richard poses a series of discussion questions (I’ll give just a couple of the many):

Rather than write a manifesto in the form of an essay, I have chosen to cast it as a series of propositions or questions, invariably followed by the word “Discuss”. It is not my intention to pose these discussion points to my guests. Rather I intend, by this repetition of “Discuss”,  to convey the atmosphere that I hope will pervade both forums, podcast and Substack. It should be an atmosphere of continual questioning, recurrent uncertainty, and I hope stimulating dialogue. “Discuss” really means discuss.

“There is a real world out there, and the only way to learn about it is objective evidence gathered by the scientific method.” Discuss.

“There is no such thing as your truth as distinct from my truth. “There is just the truth, and that means evidence-based scientific truth.” Discuss.

“Truth is not obtained by tradition, authority, holy books, faith or revelation. Truth is obtained by evidence and only evidence.” Discuss.

. . .What the hell is postmodernism? Have you ever met a self-styled postmodernist who could give you a coherent answer? Discuss.

What is a woman? Discuss.

You can already see that his site is going to attract attention!

Second, there’s a free post called “Evidence-based life,” a nice essay in which Richard argues that we should base our lives, as far as possible, on empirical evidence, avoiding “faith” or superstition. Here’s one paragraph from that, which I like because it’s related to something I wrote ten years ago (and in fact quoted Dawkins at the end):

Even expert scientists haven’t the time or the expertise to evaluate sciences other than their own. Most biologists are ill-equipped to understand modern physics. And vice versa although, I have to admit, to a lesser extent. In any case, nobody has the time to do full justice to all the detailed research papers in a journal such as Nature or Science, even if we could understand them. If we read a report that gravitational waves have been reliably detected as emanating from a collision between two distant galaxies, most of us take it on trust. It almost sounds like taking it on faith.  But it’s a faith that’s more securely grounded than, say, religious faith. That’s an understatement. When biologists like me express “faith” in the findings of physics, we know that physicists’ predictions have been verified by experimental measurements to find accuracy. Very different from “faith” in, for example, the doctrine of transubstantiation which makes no predictions at all, let alone testable and tested ones.

h/t: Daniel