Quotes by Steven Pinker

Trivers, pursuing his theory of the emotions to its logical conclusion, notes that in a world of walking lie detectors the best strategy is to believe your own lies. You can’t leak your hidden intentions if you don’t think they are your intentions. According to his theory of self-deception, the conscious mind sometimes hides the truth from itself the better to hide it from others. But the truth is useful, so it should be registered somewhere in the mind, walled off from the parts that interact with other people.

The scriptures present a God who delights in genocide, rape, slavery, and the execution of nonconformists, and for millennia those writings were used to rationalize the massacre of infidels, the ownership of women, the beating of children, dominion over animals, and the persecution of heretics and homosexuals. Humanitarian reforms such as the elimination of cruel punishment, the dissemination of empathy-inducing novels, and the abolition of slavery were met with fierce opposition in their time by ecclesiastical authorities and their apologists. The elevation of parochial values to the realm of the sacred is a license to dismiss other people’s interests, and an imperative to reject the possibility of compromise.

Challenge a persons beliefs, and you challenge his dignity, standing, and power. And when those beliefs are based on nothing but faith, they are chronically fragile. No one gets upset about the belief that rocks fall down as opposed to up, because all sane people can see it with their own eyes. Not so for the belief that babies are born with original sin or that God exists in three persons or that Ali is the second-most divinely inspired man after Muhammad. When people organize their lives around these beliefs, and then learn of other people who seem to be doing just fine without them--or worse, who credibly rebut them--they are in danger of looking like fools. Since one cannot defend a belief based on faith by persuading skeptics it is true, the faithful are apt to react to unbelief with rage, and may try to eliminate that affront to everything that makes their lives meaningful.

We will never have a perfect world, but it’s not romantic or naïve to work toward a better one.

Science is thus a paradigm for how we ought to gain knowledge—not the particular methods or institutions of science but its value system, namely to seek to explain the world, to evaluate candidate explanations objectively, and to be cognizant of the tentativeness and uncertainty of our understanding at any time.

Left to our own devices, we are apt to backslide to our instinctive conceptual ways. This underscores the place of education in a scientifically literate democracy, and even suggests a statement of purpose for it (a surprisingly elusive principle in higher education today). The goal of education is to make up for the shortcomings in our instinctive ways of thinking about the physical and social world. And education is likely to succeed not by trying to implant abstract statements in empty minds but by taking the mental models that are our standard equipment, applying them to new subjects in selective analogies, and assembling them into new and more sophisticated combinations.

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

Also, even if technocrats provide reasonable estimates of a risk, which itself is an iffy enterprise, they cannot dictate what level of risk people ought to accept. People might object to a nuclear power plant that has a minuscule risk of a meltdown not because they overestimate the risk, but because they feel that the cost of a catastrophe, no matter how remote, are too dreadful. And of course any of these trade-offs may be unacceptable if people perceive that the benefits would go to the wealthy and powerful while they themselves absorb the risks. Nonetheless, understanding the difference between our best science and our ancient ways of thinking can only make our individual and collective decisions better informed. It can help scientists and journalists explain a new technology in the face of the most common misunderstandings. And it can help all of us understand the technology so that we can accept or reject it on grounds that we can justify to ourselves and to others.

Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.

Education is neither writing on a blank slate nor allowing the childs nobility to come into flower. Rather, education is a technology that tries to make up for what the human mind is innately bad at. Children dont have to go to school to learn to walk, talk, recognize objects, or remember the personalities of their friends, even though these tasks are much harder than reading, adding, or remembering dates in history. They do have to go to school to learn written language, arithmetic, and science, because those bodies of knowledge and skill were invented too recently for any species-wide knack for them to have evolved.

When people have different ideas about which of these four modes of interacting applies to a current relationship, the result can range from blank incomprehension to acute discomfort or outright hostility. Think abut a dinner guest offering to pay the host for her meal, a person barking an order to a friend, or an employee helping himself to a shrimp off the boss plate. Misunderstandings in which one person thinks of a transaction in terms of Equality Matching and another thinks in terms of Market Pricing are even more pervasive and can be even more dangerous. They tap into very different psychologies, one of them intuitive and universal, the other rarefied and learned, and clashes between them have been common in economic history.

Language-lovers know that there is a word for every fear. Are you afraid of wine? Then you have oenophobia. Tremulous about train travel? You suffer from siderodromophobia. Having misgivings about your mother-in-law is pentheraphobia, and being petrified of peanut butter sticking to the roof of your mouth is arachibutyrophobia. And then there’s Franklin Delano Roosevelt’s affliction, the fear of fear itself, or phobophobia.

Its natural to think that living things must be the handiwork of a designer. But it was also natural to think that the sun went around the earth. Overcoming naive impressions to figure out how things really work is one of humanitys highest cal

the mind is a neural computer

Those who cannot remember the past are condemned to compute it.

Many textbooks point out that no animal has evolved wheels and cite the fact as an example of how evolution is often incapable of finding the optimal solution to an engineering problem. But it is not a good example at all. Even if nature could have evolved a moose on wheels, it surely would have opted not to. Wheels are good only in a world with roads and rails. They bog down in any terrain that is soft, slippery, steep, or uneven. Legs are better. Wheels have to roll along an unbroken supporting ridge, but legs can be placed on a series of separate footholds, an extreme example being a ladder. Legs can also be placed to minimize lurching and to step over obstacles. Even today, when it seems as if the world has become a parking lot, only about half of the earths land is accessible to vehicles with wheels or tracks, but most of the earths land is accessible to vehicles with feet: animals, the vehicles designed by natural selection.

The task of evolutionary psychology is not to weigh in on human nature, a task better left to others. It is to add the satisfying kind of insight that only science can provide: to connect what we know about human nature with the rest of our knowledge of how the world works, and to explain the largest number of facts with the smallest number of assumptions.

It Begins with skepticism. The history of human folly, and our own susceptibility to illusions and fallacies, tell us that men and women are fallible.

What could be more fundamental to our sense of meaning and purpose than a conception of whether the strivings of the human race over long stretches of time have left us better or worse off? How, in particular, are we to make sense of modernity—of the erosion of family, tribe, tradition, and religion by the forces of individualism, cosmopolitanism, reason, and science?

The unstated premise that nature is nice lies behind many of the objections to the Darwinian theory of human sexuality. Carefree sex is natural and good, it is assumed, so if someone claims that men want it more than women do, it would imply that men are mentally healthy and women neurotic and repressed. That conclusion is unacceptable, so the claim that men want carefree sex more than women do cannot be correct. Similarly, sexual desire is good, so if men rape for sex (rather than to express anger towards women), rape would not be as evil. Rape is evil; therefore the claim that men rape for sex cannot be correct. More generally, what people instinctively like is good, so if people like beauty, beauty would be a sign of worth. Beauty is not a sign of worth, so the claim that people like beauty cannot be correct.These kinds of arguments combine bad biology (nature is nice), bad psychology (the mind is created by society), and bad ethics (what people like is good). Feminism would lose nothing by giving them up.