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Sam Harris: The Self is an Illusion
Sam Harris is the author of the New York Times bestsellers, The End of Faith and Letter to a Christian Nation. The End of Faith won the 2005 PEN Award for Nonfiction.
Mr. Harris' writing has been published in over ten languages. He and his work have been discussed in Newsweek, TIME, The New York Times, Scientific American, Rolling Stone, and many other journals. His writing has appeared in Newsweek, The Los Angeles Times, The Times (London), The Boston Globe, The Atlantic, Nature, The Annals of Neurology, and elsewhere.
Mr. Harris is a graduate in philosophy from Stanford University and holds a PhD in neuroscience from UCLA, where he studied the neural basis of belief with functional magnetic resonance imaging (fMRI). He is also a Co-Founder and CEO of Project Reason.
Sam Harris: What one of the problems we have in discussing consciousness scientifically is that consciousness is irreducibly subjective. This is a point that many philosophers have made – Thomas Nagel, John Searle, David Chalmers. While I don’t agree with everything they’ve said about consciousness I agree with them on this point that consciousness is what it’s like to be you. If there’s an experiential internal qualitative dimension to any physical system then that is consciousness. And we can’t reduce the experiential side to talk of information processing and neurotransmitters and states of the brain in our case because – and people want to do this. Someone like Francis Crick said famously you’re nothing but a pack of neurons. And that misses the fact that half of the reality we’re talking about is the qualitative experiential side. So when you’re trying to study human consciousness, for instance, by looking at states of the brain, all you can do is correlate experiential changes with changes in brain states. But no matter how tight these correlations become that never gives you license to throw out the first person experiential side. That would be analogous to saying that if you just flipped a coin long enough you would realize it had only one side. And now it’s true you can be committed to talking about just one side. You can say that heads being up is just a case of tails being down. But that doesn’t actually reduce one side of reality to the other.
And to give you a more precise example, we have very strong third person “objective measures” of things like anxiety and fear at this moment. You bring someone into the lab, they say they’re feeling fear. You can scan their brains with FMRI and see that their amygdala response is heightened. You can measure the sweat on their palms and see that there’s an increased galvanic skin response. You can check their blood cortisol and see that its spiking. So these now are considered objective third person measures of fear. But if half the people came into the lab tomorrow and said they were feeling fear and showed none of these signs and they said they were completely calm when their cortisol spiked and when their palms started to sweat, these objective measures would no longer be reliable measures of fear. So the cash value of a change in physiology is still a change in the first person conscious side of things. And we’re inevitably going to rely on people’s subjective reports to understand whether our correlations are accurate. So the hope that we are going to talk about consciousness shorn of any kind of qualitative internal experiential language, I think, is a false one. So we have to understand both sides of it subjective – classically subjective and objective.
I’m not arguing that consciousness is a reality beyond science or beyond the brain or that it floats free of the brain at death. I’m not making any spooky claims about its metaphysics. What I am saying, however, is that the self is an illusion. The sense of being an ego, an I, a thinker of thoughts in addition to the thoughts. An experiencer in addition to the experience. The sense that we all have of riding around inside our heads as a kind of a passenger in the vehicle of the body. That’s where most people start when they think about any of these questions. Most people don’t feel identical to their bodies. They feel like they have bodies. They feel like they’re inside the body. And most people feel like they’re inside their heads. Now that sense of being a subject, a locus of consciousness inside the head is an illusion. It makes no neuro-anatomical sense. There’s no place in the brain for your ego to be hiding. We know that everything you experience – your conscious emotions and thoughts and moods and the impulses that initiate behavior – all of these things are delivered by a myriad of different processes in the brain that are spread out over the whole of the brain. They can be independently erupted. We have a changing system. We are a process and there’s not one unitary self that’s carried through from one moment to the next unchanging.
And yet we feel that we have this self that’s just this center of experience. Now it’s possible I claim and people have claimed for thousands of years to lose this feeling, to actually have the center drop out of the experience so that you just rather than feeling like you’re on this side of things looking in as though you’re almost looking over your own shoulder appropriating experience in each moment, you can just be identical to this sphere of experience that is all of the color and light and feeling and energy of consciousness. But there’s no sense of center there. So this is classically described as self- transcendence or ego transcendence in spiritual, mystical, new age religious literature. It is in large measure the baby in the bathwater that religious people are afraid to throw out. It’s – if you want to take seriously the project of being like Jesus or Buddha or some, you know, whatever your favorite contemplative is, self-transcendence really is at the core of the phenomenology that is described there. And what I’m saying is that it’s a real experience.
It’s clearly an experience that people can have. And while it tells you nothing about the cosmos, it tells you nothing about what happened before the Big Bang. It tells you nothing about the divine origin of certain books. It doesn’t make religious dogmas any more plausible. It does tell you something about the nature of human consciousness. It tells you something about the possibilities of experience but then again any experience does. You can – there’s just – people have extraordinary experiences. And the problem with religion is that they extrapolate – people extrapolate from those experiences and make grandiose claims about the nature of the universe. But these experiences do entitle you to talk about the nature of human consciousness and it just so happens that this experience of self-transcendence does link up with what we know about the mind through neuroscience to form a plausible connection between science and classic mysticism, classic spirituality. Because if you lose your sense of a unitary self – if you lose your sense that there’s a permanent unchanging center to consciousness, your experience of the world actually becomes more faithful to the facts. It’s not a distortion of the way we think things are at the level of the brain. It’s actually – it brings your experience into closer register with how we think things are.
Directed / Produced by Jonathan Fowler, Elizabeth Rodd, and Dillon Fitton
Sam Harris describes the properties of consciousness and how mindfulness practices of all stripes can be used to transcend one's ego.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Hollywood has created an idea of aliens that doesn't match the science.
- Ask someone what they think aliens look like and you'll probably get a description heavily informed by films and pop culture. The existence of life beyond our planet has yet to be confirmed, but there are clues as to the biology of extraterrestrials in science.
- "Don't give them claws," says biologist E.O. Wilson. "Claws are for carnivores and you've got to be an omnivore to be an E.T. There just isn't enough energy available in the next trophic level down to maintain big populations and stable populations that can evolve civilization."
- In this compilation, Wilson, theoretical physicist Michio Kaku, Bill Nye, and evolutionary biologist Jonathan B. Losos explain why aliens don't look like us and why Hollywood depictions are mostly inaccurate.
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.