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Showing posts with label logic. Show all posts
Showing posts with label logic. Show all posts

Saturday, 17 April 2021

The Straw Man and The Great Indian Kitchen

By Girish Menon

In the introduction to his book ‘How to win every argument’ Madsen Pirie writes:

Sound reasoning is the basis of winning an argument. Logical fallacies undermine arguments…Many of the fallacies are committed by people genuinely ignorant of logical reasoning, the nature of evidence or what counts as relevant material. Others however might be committed by persons bent on deception. If there is insufficient force behind the argument and the evidence, fallacies can add enough weight to carry them through.

The Malayalam film The Great Indian Kitchen is one such exercise in fallacious reasoning. The film maker sets up and destroys a Straw Man in the form of some highly conservative Sabarimala devotees who are male, upper caste and Hindu­. In such households, the film argues, the women are perennially confined to the kitchen and subject to male whims. Some women have bought into the system while the female protagonist and her mother-in-law take up the feminist cause of subversion and rebellion.

A Straw Man, Pirie writes, is a misrepresentation of your opponent’s position, created by you for the express purpose of being knocked down. This is usually done by over-stating an opponent’s position. If your opponent will not make himself an extremist, you can oblige with a Straw Man.

The Straw Man is fallacious because he says nothing about the real argument. Its function is to elicit, by the ease of his demolition, a scorn which can be directed at the real figure he represents.

This writer carried out a straw poll (not representative at all!) among those who supported the filmmaker’s thesis and not one of them stated that they were aware of such instances happening to people known to them. Instead, most of them pointed their fingers to North Kerala where apparently such practices are rife. I did ask a former resident of North Kerala if such things happened there and his response was that ‘Women everywhere were the same North or any part of Kerala’.

Some feminists I know took up cudgels on behalf of the female protagonist even though their own life experiences did not match the film’s heroine. They quoted some sisters who were treated badly by their husbands, but added that these husbands also wanted to live of their wife's earnings. However, they were not willing to question the failure of the female protagonist, who is depicted as educated and modern, to carry out due diligence before entering into the marital contract.

In this writer’s view, the creation and destruction of the Straw Man is the only protest available to progressives and feminists. Because, despite the Supreme Court’s progressive decision in the Sabarimala case, even the progressive left government has declared its inability to implement reforms to Sabarimala rituals. This is because the majority opinion which includes many Hindu women want to maintain the status quo and are unconvinced by the feminist rhetoric.

Sunday, 23 June 2019

How Oxford university shaped Brexit — and Britain’s next prime minister

Simon Kuper in The FT


You turn the pages of yellowing student newspapers from 30 years ago, and there they are, recognisably the same faces that dominate today’s British news. Boris Johnson running for Union president, Michael Gove winning debating contests, Jeremy Hunt holding together the faction-ridden Oxford University Conservative Association (OUCA). 

Six of the seven men who survived the first round of the Tory leadership contest earlier this month studied at Oxford. The final two remaining candidates, Johnson and Hunt, were contemporaries along with Gove in the late 1980s. 

The UK is thus about to install its 11th Oxonian prime minister since the war. (Three postwar PMs didn’t attend university, and Gordon Brown went to Edinburgh.) This beats even the grip of the Ecole Nationale d’Administration on the French presidency (four of the past six presidents have been énarques), let alone Harvard’s on the White House. 

When I arrived in Oxford aged 18 in October 1988, it was still a very British and quite amateurish university, shot through with dilettantism, sexual harassment and sherry. Gove, Hunt and the much less political David Cameron had graduated that summer, and Johnson in 1987, but from my messy desk at the student newspaper Cherwell I covered a new generation of wannabe politicians. 

You couldn’t miss Jacob Rees-Mogg, seemingly the only undergraduate who always wore a suit, or the early Europhobe Dan Hannan. Both became ideological fathers of Brexit. I’m still covering them today. 

This isn’t a jolly boys’ story about the japes we all had together. I didn’t know any of the Oxford Tories personally, because we were separated by the great Oxford class divide: I was middle class, from a London comprehensive (after years abroad), and they were mostly upper-class public schoolboys. But the night Brexit happened, I sensed it was rooted in 1980s Oxford. I wrote a column about this in July 2016, then gradually came to see that the roots went even deeper than I had realised. 

Any understanding of the British ruling class — and the next prime minister — requires returning to that place and time. 

At Cherwell, we were always writing about the Oxford Union. The debating society, off a courtyard behind the Cornmarket shopping street, was a kind of teenage House of Commons. Its officers wore white tie, speakers black tie, and everyone called each other “honourable member”. You won debates not by boring the audience with detail, but with jokes and ad hominem jibes. 

Almost all aspiring Tory politicians passed through the Union. Theresa May never won the presidency — disadvantaged by her gender and with no rhetorical gifts — but in 1979 her future husband Philip did. The Mays had been introduced at an Oxford Conservative disco by another Union president, Benazir Bhutto, future prime minister of Pakistan. 

In May’s day, the Union was a small circle of debating obsessives. But then it hit financial trouble and began recruiting among the broader student population. By 1988, about 60 per cent of Oxford’s undergraduates had paid the £60 joining fee. 

I never joined but I sometimes got press tickets to debates, and I still remember a young Benjamin Netanyahu trouncing hecklers, and, on the 50th anniversary of Dunkirk, the former prime minister and ex-Union president Ted Heath evoking Oxford on the eve of the second world war, when German invasion loomed. Another lure was the Union bar, which — almost miraculously in 1980s Britain — stayed open till 2.30am, until the deferential local police finally intervened. 

Most Oxford students opposed Margaret Thatcher by the late 1980s, but the Union’s biggest political grouping was the Tories, split between Thatcherites and “wets”, who would exchange arcane factional insults. 

The biggest political issues in mid-1980s Oxford, recalls Tim Hames, then a Union politician and member of OUCA, were Britain’s deployment of nuclear weapons, apartheid (many Tories weren’t entirely anti) and the miners’ strike. Europe rarely came up then. The European Commission had given Thatcher the British rebate she had demanded, and she was working with the Commission’s president, Jacques Delors, to create a European single market. The Single European Act was passed in 1986. 

Most Union politicians weren’t very interested in policy anyway. Anyone wanting to make policy that affected students’ lives got involved in the separate Oxford University Student Union or their college’s junior common room (JCR). That kind of politics mostly attracted aspiring Labourites. Dave Miliband chaired the student union’s accommodation committee, while Yvette Cooper, Eddie Balls and Ed Miliband were JCR presidents. 

By contrast, the Union favoured debating skills and ambition without a cause. Every eight-week term, the Union elected a president, secretary, treasurer and librarian. The “hacks”, as student politicians were known, would traipse around the colleges soliciting votes from ordinary students. 

As the future Spectator columnist Toby Young wrote in the Union’s house magazine in 1985: “It doesn’t matter how unpopular you are with the establishment, how stupid you are, how small your College is or how pretentious your old school: if only you’ve got the sheer will you can succeed.” 

Johnson’s Oxford days are now usually mentioned in connection with his membership of the hard-drinking, posh and sometimes destructive Bullingdon Club, but in fact he was a vessel of focused ambition. Arriving in Oxford from Eton in 1983, he had three aims, writes Sonia Purnell in Just Boris: to get a First-class degree, find a wife and become Union president. That post was “the first step to being prime minister”, said the 1980s Tory politician Michael Heseltine. At speakers’ dinners, a 20-year-old Union president would find himself or herself sitting next to cabinet ministers and other useful contacts. 

Most students arrived in Oxford barely knowing the Union existed, but Johnson possessed the savvy of his class: he had run Eton’s debating society, and his father Stanley had come to Oxford in 1959 intending to become Union president. Stanley had failed but Boris was a star. Simon Veksner, who followed Johnson from their house at Eton to the Union, tells me: “Boris’s charisma even then was off the charts, you couldn’t measure it: so funny, warm, charming, self-deprecating. You put on a funny act, based on The Beano and PG Wodehouse. It works, and then that is who you are.” 

Johnson also came equipped with the peculiarly intimate network that an upper-class boarding school confers. Ordinary schoolchildren spend eight hours a day with their classmates but boarders live together, and often have inner-class family connections going back generations. Johnson arrived in Oxford knowing dozens of people, whereas some state-school kids knew precisely nobody. 

He didn’t let his degree — Classics — interfere with his Union ambitions. In 1980s Oxford, studying was almost optional. A common workload for arts students was one essay a week, often penned during an overnight panic, then typically read aloud to one’s tutor. When I reread my old essays while revising for finals, they were so pathetic that I wanted to write to my tutors to apologise. 

One thing you learnt at Oxford (even if you weren’t in the Union) was how to speak without much knowledge. Underprepared students would spend much of a tutorial talking their way around the holes in their essay. Cherwell praised Simon Stevens (a Union president in 1987) as “Oxford’s most talented off-the-cuff tutorial faker”: “Recently Simes read out almost half of an essay to his tutor before his partner revealed that he was ‘reading’ from a blank piece of paper.” Stevens is now chief executive of the National Health Service, appointed in 2013 under health secretary Jeremy Hunt, his Oxford contemporary. 

Johnson just missed his First. His tutor Jonathan Barnes recalls, “If you’re intelligent enough, you can rub along in philosophy on a couple of hours a week. Boris rubbed along on no hours a week, and it wasn’t quite good enough.” Johnson’s sister Rachel said that it later fell to her to “break the terrible news” to Boris that their brother Jo had got a First. (Rachel, Jo and Boris’s first wife Allegra Mostyn-Owen all edited the Oxford magazine Isis.) 

In 1984 Johnson ran for Union president against the grammar schoolboy Neil Sherlock. The election dramatised the Oxford class struggle: upper class versus middle class. (Working-class students were rare.) In the vernacular of some public schoolboys, state-school pupils were “stains”, below even the “Tugs” from minor private schools. 

Sherlock, later a partner at KPMG and PwC, and special adviser to the Liberal Democrat deputy prime minister Nick Clegg in 2012/13, recalls: “Boris mark one was a very conventional Tory, clearly on the right, and had what I would term an Old Etonian entitlement view: ‘I should get the top job because I’m standing for the top job.’ He didn’t have a good sense of what he was going to do with it.” 

Mostyn-Owen invited Sherlock for tea and tried to charm him into not standing against “my Boris”. Undeterred, Sherlock campaigned on a platform of “meritocrat versus toff, competence versus incompetence”. Johnson mobilised his public-school networks but lost. Sherlock came away underwhelmed by his opponent: “The rhetoric, the personality, the wit were rather randomly deployed, beyond getting a laugh.” Sherlock expected OUCA’s president Nick Robinson to become the political star, and Johnson to succeed in journalism. Instead, Robinson now presents BBC radio’s Today programme. 

Johnson learnt from his defeat. A year later he was elected president, this time disguising his Toryism by allying himself with Oxford’s Social Democrats. His second campaign was more competent: the American graduate student Frank Luntz, now a senior Republican pollster, conducted polls for him. And Johnson worked his charm beyond his base. 

Michael Gove, a Scottish fresher in 1985, told Johnson’s biographer Andrew Gimson: “The first time I saw him was in the Union bar . . . He seemed like a kindly, Oxford character, but he was really there like a great basking shark waiting for freshers to swim towards him.” Gove told Gimson: “I was Boris’s stooge. I became a votary of the Boris cult.” 

In an essay for The Oxford Myth (1988), a book edited by his sister Rachel, Johnson advised aspiring student politicians to assemble “a disciplined and deluded collection of stooges” to get out the vote. “Lonely girls from the women’s colleges” who “back their largely male candidates with a porky decisiveness” were particularly useful, he wrote. “For these young women, machine politics offers human friction and warmth.” Reading this, you realise why almost all Union presidents who become Tory politicians are men. (Thatcher’s domain was OUCA, where she was president in 1946.) 

Johnson added: “The tragedy of the stooge is that . . . he wants so much to believe that his relationship with the candidate is special that he shuts out the truth. The terrible art of the candidate is to coddle the self-deception of the stooge.” 

Tory MPs now backing Johnson’s candidacy for leader may find the essay interesting. Gove, who wore a kilt in debates, was such a gifted speaker that he could even make a compelling case to a student audience against free choice in sexual behaviour. He was unusually ideological by Union standards, a Thatcherite meritocrat. As Union president in 1988, he wrote a paean to elitism in the Union’s house magazine: “I cannot overemphasise what elitism is not. It is not about back-slapping cliques, reactionary chic or Old Etonian egos. It is a spirit of unashamed glamour, excitement and competition . . . We are all here, part of an elite. It is our duty to bear that in mind.” 

Meanwhile, Jeremy Hunt, an OUCA president in 1987, made much less noise. Hames sums up: “The Boris appeal was Boris. Michael was interested in ideology and ideas. Jeremy was more a small-c managerial conservative.” 

Hunt wasn’t charismatic or eloquent, and had no obvious political passions, but he was the archetypal head boy (a role he’d held at Charterhouse). An admiral’s son, distant relative of the Queen, tall and courteous, he usually rose above Tory factionalism. After Cherwell reported that a “libertarian faction” was trying to “take over” OUCA, and that one committee member was a “Moonie” (a member of the Unification Church cult), Hunt wrote a letter to the editor: “OUCA remains a moderate association controlled by neither libertarians nor any other faction within the Conservative party, and exists to represent the views of all Conservative students at Oxford.” The Moonie, he added, had been expelled. 

Amid all this Oxford politicking, there was one notable absentee: David Cameron. He got his First, and amused himself in posh dining clubs, but felt no need to do anything so vulgar as burnish his CV with student politics. After all, he too was distantly related to the Queen, his father chaired the establishment club White’s, and his cousin Ferdinand Mount headed Thatcher’s Policy Unit. Cameron went straight from Oxford to the Conservative Party’s research department, where he later encountered his successor in the Bullingdon and future chancellor, George Osborne. 

Rees-Mogg arrived at Oxford at the same time as me in 1988. Almost immediately, Cherwell nominated him (as it had Gove before) for the traditional title of “Pushy Fresher”. The paper printed a photograph of him speechifying in his suit, above the caption, “What more need we say?” 

Studying the picture, you realise: Rees-Mogg hasn’t changed. Like Johnson and Gove, he even has the same hairstyle today. They were almost fully formed at 18. School had given them the confidence, articulacy and know-how to bestride Oxford. They also already knew what they wanted to be when they grew up. If most students back then had had to guess who would be ruling Britain in 2019, they would probably have named Johnson, Gove and Rees-Mogg. 

The last became president of OUCA in 1991, with Cherwell citing his “campaign for world domination and social adequacy”. However, he proved just too peculiar to be elected Union president and lost to Damian Hinds, who is now the education secretary. 

The Oxford Tories were climbing the greasy pole before most students had even located it. The majority arrived at university uncertain, terribly dressed, trying to find themselves, often wrestling with imposter syndrome. Only at Oxford did they acquire the qualities that Johnson et al already had: a ruling-class accent, rhetorical skills and the ability to feel confident in any establishment setting. 

In 1988, British politics changed. The previously pro-European Thatcher suddenly turned Eurosceptic. She had realised that her beloved single market would be accompanied by closer political integration. In her “Bruges speech” in September 1988, she warned against “a European super-state exercising a new dominance from Brussels”. 

That idea spooked the Oxford Tories. They revered Britain’s medieval parliament filled with witty English banter, whereas Brussels offered ugly modernism and jargon-ridden Globish. Ruling Britain was their class’s prerogative. It was none of Brussels’ business. In 1990, the future OUCA president Dan Hannan founded the Oxford Campaign for an Independent Britain at the Queen’s Lane Coffee House on the High Street. With hindsight, some see this as the start of the campaign for Brexit. 
 
Toby Young had written in 1985 that it was lucky the Union existed — “that in an environment as full of ruthless, sociopathic people as Oxford, there should be an institution that sucks them all in, contains all their wilful energy and grants them power only over each other”. He hoped that one day its officers could be similarly contained within the House of Commons. 

But the Commons couldn’t contain them. These people spent years agitating for Brexit. In 2016 they secured their referendum. Johnson sniffed the chance to become prime minister, and — in Union jargon — decided at the last minute to back the motion. Gove is a true believer in Brexit, but his decision to campaign for it — undermining Cameron — was partly an outflow of the Oxford class struggle. As education secretary under Cameron, he had thought they were friends, but when ­Cameron suddenly moved him to chief whip in 2014, Gove was devastated. He felt that Cameron and his coterie of Old Etonians (a stronger network for Cameron than Oxford) had treated him “like staff”, one person in his circle told me. He wanted revenge. 

Timothy Garton Ash, professor of European Studies at Oxford, describes the referendum as “a Union debate with the addition of modern campaigning techniques”. He says, “One of the great things about British public life is that it’s irradiated by a gentle sense of humour — but ‘chaque qualité a ses défauts’ [‘every quality has its downsides’].” In a cross-class alliance with Nigel Farage and the tabloids, the Oxford Tories triumphed. 

Politicians from 1980s Oxford dominated both the Remain and Leave camps, but they were divided by the subject of their degrees. Oxford’s “prime minister’s degree” is PPE: politics, philosophy, economics. It has often been associated with the Brexiters. Ivan Rogers, for instance, a grammar schoolboy in 1980s Oxford and the UK’s permanent representative to the EU until he resigned in 2017, discerned “a very British establishment sort of revolution. No plan and little planning, oodles of PPE tutorial-level plausible bullshit, supreme self-confidence that we understand others’ real interests better than they do . . . ” 

Yet in fact in 2016 the PPEists were almost all Remainers: Cameron, Hunt, Stewart, Philip Hammond, Matt Hancock, Sam Gyimah, Hinds, Nick Boles, the Milibands, Balls, Cooper and Peter Mandelson. They had presumably chosen the degree in search of the cutting-edge knowledge needed to run a modern country. (Fatefully, the one great PPEist Leaver was the media proprietor Rupert Murdoch, who in 1950s Oxford had been business manager of Cherwell and a Labour Club member.) 

By contrast, most Brexiters had studied backward-looking subjects: Classics for Johnson, History for Rees-Mogg and Hannan, and English Literature (which mostly meant the canon) for Gove. They were nostalgics. Hence Johnson’s hagiography of Churchill and Rees-Mogg’s much-mocked recent paean The Victorians, while Gove as education secretary strove to make sure pupils learnt 19th-century literature and Britain’s “island story”. 

After the Oxford Brexiters won the debate, Cameron resigned, and they switched to another familiar format: the in-house leadership election. As one former Union president remarked, the ensuing contest could be described entirely in Union slang: “Boris knifed Dave. Michael knifed Boris. Theresa and Michael stole Boris’s slate. Boris self-binned.” 

May became prime minister, and entrusted the Brexiters with executing Brexit. She gave them the key jobs in cabinet. But they were debaters, not policymakers. They couldn’t debate Brussels into submission, because the EU’s negotiators followed rules. So poorly briefed were the Brexiters that in December 2017 they accepted the principle of a “backstop” plan to keep the Irish border open, before spending the next 18 months fighting it. 

Now the Tories have another leadership election. Second time around, just as at Oxford, Johnson is running a competent and centrist campaign, talking up his liberal reign as mayor of London. Like Sherlock in 1984, Hunt is targeting Johnson’s lack of “seriousness”. Then as now, Gove stands in his hero’s shadow. He needn’t worry: in the Oxford tradition, there may be another election coming along soon.

In the small, insular world of the British establishment, every so often a clique of people can exert an extraordinary influence. There is a curious parallel between the 1980s Oxford Tories and the 1930s Cambridge spies. The charming, blond, dishevelled Etonian sybarite Guy Burgess, Kim Philby, Donald Maclean, Anthony Blunt and John Cairncross also emerged from an intimate, all-male, public-school network. Four of them were at Trinity College, with Maclean next door at Trinity Hall. Confident enough to formulate a revolutionary worldview despite being ill-informed, they embraced a utopian cause: Soviet communism. It promised a far-off paradise that they never expected to live in themselves. Working towards it was great fun.

There is a similar element of play in Tory Brexit. Caroline Lucas, the Green MP, chastised Rees-Mogg last year: “This is not a parlour game or debating society. These are real people with real lives.” Well, that’s what she thinks. 

The Cambridge Five were given roles of responsibility because they possessed elite CVs and came across as archetypal British gentlemen (partly through displays of eccentricity in hairstyles, drink and dress). They pursued their utopia for decades, ignoring all evidence that contradicted it and looking down on the rest of the establishment for its unimaginative thinking. When the spies were finally exposed, British trust in the establishment suffered a lasting dent. 

Admittedly, the comparison between the Cambridge and Oxford sets isn’t entirely fair: though both betrayed Britain’s interests to the benefit of Moscow, the Brexiters didn’t mean to. 

It’s an odd feeling to return to a town that you have barely seen in 25 years but where you know every street. Oxford looks almost unchanged, yet the time-traveller from the 1980s experiences a series of small shocks: there are Chinese tourists! Students sit in coffee shops working on laptops! The food is decent! 

Wandering around my old college, I marvelled at the Chinese and German names at the bottom of staircases. There are far more applicants to places nowadays, lazy alcoholic tutors are dying out, and rubbing along on “no hours a week” is no longer tolerated.  

But the Union, weekly tutorials and therefore the outsize role of rhetoric survive. Is there some soul-searching at the university over the triumph of the Oxford Brexiters? “I think there should be,” replies Garton Ash. He exempts the tutorial system from blame: “Having an hour a week with an expert on the field cross-examining you — that doesn’t seem to me to lead to glibness.” 

But he adds, “Public schools and the culture around them provide a training in superficial articulacy: essay writing, public speaking, carrying it off. The Oxford Union reinforces that, even among those who didn’t go to public school. Compare and contrast the German elite. For me, Gove is the ultimate example.” Garton Ash says Oxford as an academic institution no longer encourages this style. 

Kalypso Nicolaïdis, professor of international relations, says: “If a student is capable of producing two well-written essays a week, with well-structured arguments, they can kind of get away with not knowing much about the subjects. This may sound superficial, but communicating is useful in life. Sometimes you need to convince people succinctly, especially if you go into politics.” 

But, she adds, “it’s not what Oxford is about. I believe most colleagues would agree that our commitment is to convey knowledge as deeply as possible. Whether as a student you want to take advantage of this is up to you.” 

I deplore what my contemporaries are doing to Britain. But given that I too learnt at Oxford how to write and speak for a living without much knowledge, I can hardly talk.


Thursday, 23 March 2017

Momentum, a convenient sporting myth

Suresh Menon in The Hindu

So Australia has the “momentum” going into the final Test match in Dharamsala.

At least, their skipper Steve Smith thinks so. Had Virat Kohli said that India have the momentum, he would have been right too. The reason is quite simple. “Momentum” does not exist, so you can pour into the word any meaning you want. Sportsmen do it all the time. It is as uplifting as the thought: “I am due a big score” or “the rivals are due a defeat”. Sport does not work that way, but there is consolation in thinking that it does.

“Momentum” is one of our most comforting sporting myths, the favourite of television pundits and newspaper columnists as well as team coaches everywhere. It reaffirms what we love to believe about sport: that winning is a habit, set to continue if unchecked; that confidence is everything, and players carry it from one victory to the next; and above all, that randomness, which is a more fundamental explanation, is anathema. It is at once the loser’s solace and the winner’s excuse. Few streaks transcend random processes. Of course streaks occur — that is the nature of sport. But that is no guide to future  performance.

Momentum, momentum, who’s got the momentum? is a popular sport-within-a-sport. It is a concept that borders on the verge of meaning, and sounds better than “I have a feeling about this.”

A study in the 1980s by Thomas Gilovich and Amos Tversky raised the question of “hot hands” or streaks in the NBA. They studied the Philadelphia 76ers and found no evidence of momentum. Immediate past success had no bearing on future attempts, just as a coin might fall heads or tails regardless of what the previous toss might have been.
That and later studies — including the probability of the winner of the fourth set winning the fifth too in tennis — confirmed what a coin-tossing logician might have suspected: that momentum, like the unicorn, does not exist.

Statistics and mythology are strange bedfellows, wrote the late Stephen Jay Gould, evolutionary biologist and baseball fan. One can lead to the other over the course of an entire series or even through a single over in cricket.

Gould has also explained the attraction of patterns, and how we are hard-wired to see patterns in randomness. In many cases, patterns can be discerned in retrospect anyway, but only in retrospect. “Momentum” is usually recognised after the event, and seems to be borne of convenience rather than logic.

The momentum in the current series was with India before the matches began. Then they lost the first Test in Pune, and the momentum swung to Australia for the Bengaluru Test which then India won, grabbing the momentum again.

The third Test was drawn, so the momentum is either with Australia for plucking a draw from the jaws of defeat or with India for pushing Australia to the edge. Such simplistic analyses have kept pundits in business and given “momentum” a respectability and false importance in competitive sport. There is something romantic too in the idea, and many find that irresistible.

Momentum is such a vital component of sport that it has assumed the contours of a tangible object. Fans can reach out and touch it. Teams have it, they carry it, they ride it, they take great comfort from it and work hard to ensure that the opposition does not steal it from them. They carry it from venue to venue like they might their bats and boots and helmets.

To be fair to Steve Smith, what he actually said was “If there’s anything called momentum, it’s with us at the moment,” giving us a glimpse into a measured skepticism. If it exists, then we have it.

Does Peter Handscomb have momentum on his side, after a match-saving half-century in Ranchi? By the same token, does Ravindra Jadeja, after a half-century and nine wickets in the same match? Is team momentum the sum total of all the individual momentums? Will Ravi Ashwin, in that case, begin the final Test with a negative momentum having been less than at his best on the final day in Ranchi? How long before someone decides that momentum is temporary, but skill is permanent?

It is convenient to believe that either one team or the other has the momentum going into the final Test. Yet it is equally possible that those who swing the match with their performance might be players who haven’t been a great success in the series so far.

Someone like fast bowler Pat Cummins, or Virat Kohli himself. A whole grocery list of attributes then becomes more important than momentum: motivation, attitude, desperation, and imponderables that cannot be easily packaged and labeled.

Whichever team wins, momentum will have nothing to do with it. But that will not stop the next captain from telling us that the momentum is with his side. It might seem like blasphemy to disagree with him, so deeply is the concept grouted into our sporting consciousness.

Saturday, 16 May 2015

Failures in Maths Teaching

Pervez Hoodbhoy in The Dawn

Our generals say India’s spy agency RAW is up to its nasty tricks again. No evidence provided but, okay, we’ll buy the story for now. There are two good reasons. First, it’s safer not to question the wisdom of generals. Second, they speak from deep experience, having long played the spy-versus-spy game across borders.

So let’s provisionally assume that India’s spies have engineered the odd bomb blast here and there, and send occasional gifts to the BLF or other militant Baloch movements.

But RAW’s alleged antics are pinpricks compared to the massive and irreversible brain damage that Pakistan’s schools, colleges, and universities inflict upon their students.

Imagine that some devilish enemy has perfected a super weapon that destroys reasoning power and makes a population stupid. One measure, though not the only one, of judging the lethality of this hypothetical weapon would be lower math scores.

No such scores are actually available, but for over 40 years my colleagues and I have helplessly watched student math abilities shrivel.

Only the wealthy customers of elite private schools and universities, tethered as they are to standards of the external world, have escaped wholesale dumbing down. As for the ordinary 99pc, with the rare exception of super-bright students here or there, some form of mental polio is turning most into math duffers.
Does being poor at math really matter? After all there are plenty of intelligent people everywhere, even brilliant ones, who hate math and therefore are bad at it. But this is only because they had dull and uninspiring teachers who never taught them that math is a beautiful exercise of reason, one step at a time. Once on track, you quickly realise that math is the most magnificent, surprising, and powerful of all human achievements.

The success of the human species over other forms of life on planet Earth depends squarely on mathematics. Without math the pyramids could not have been built, navigation would be impossible, electricity could not have been discovered and put to use, factories and industries would not exist, computers and space exploration would be unimaginable, etc.

Here’s how bad our situation is: in a recent math class, I had rather typical 18-20 year-olds from non-elite schools. They had studied geometry but their teachers had not exposed them to the notion of proof — the step-by-step process in which one starts with a proposition, carefully constructs arguments, and then triumphantly arrives at the conclusion.

Instead, they were taught math as a hodgepodge of recipes. A few they remembered, the rest were forgotten.

I nearly wept to see that barely three to four students out of 60 could prove the angles of a triangle add up to 180 degrees. None could prove that similar triangles have proportional sides. Quite a few had difficulty with fractions, some did not know how to take the square root of four or nine or unless armed with a calculator, and translating even simple real-life situations (like compound interest) into equations was difficult. Twelve-year-old kids in Japan or Europe would have done better.

Their teachers are still worse. Earlier I had the misfortune of teaching math courses to college math teachers. In their late 30s or early 40s, most were staid and stable family men who had come to university, expecting to get a higher degree and hence a higher pay grade.

But for all their years of teaching math, they were blanks. Diluting my nominally ‘advanced math’ course to a beginning level course did not help. My conscience could not allow a single teacher to pass.

Could the use of English — a difficult language for all except ‘O’ and ‘A’ level students — reasonably explain this dreadful situation? I am sympathetic to this point of view and therefore use Urdu exclusively in my physics and math lectures, both in distance learning modules and in real-time teaching (except when a university’s regulations require that I teach in English). But this barely solves 10-20pc of the problem.

So then is the math curriculum at fault? It certainly can be improved but almost the same topics in math and science are listed in Pakistani curricula as would expectedly be covered by a similar cohort internationally. In fact, primary school children in Pakistan are expected to carry a bigger burden than overseas kids.

The impediment to learning proper math is just one — wrong learning goals, wrong attitudes. Mathematics does not require labs, computers, or fancy gadgetry. But it does demand mental capacity and concentration. Nothing is true in math unless established by argumentation based upon a rigorous chain of logic, with each link firmly attached to the preceding one. The teacher who cannot correctly solve a math problem by following the defined logic will suffer loss of face before his students.

Contrast this with the madressah model wherein truth is defined by the teacher and prescribed books. The teacher’s job is to convey the book contents, and the student’s job is to appropriately absorb and memorise. There are no problems to be solved, nor is challenging suppositions or checking logical consistency either encouraged or even tolerated.

Limited to religious learning, such learning attitudes are perfectly fine. But their absorption into secular parts of the education system is disastrous. The hafiz-i-science or hafiz-i-math, which are copiously produced, carry exactly zero worth.

Giving logic a back seat has led to more than diminished math or science skills. The ordinary Pakistani person’s ability to reason out problems of daily life has also diminished. There is an increased national susceptibility to conspiracy theories, decreased ability to tell friend from foe, and more frequent resort to violence rather than argumentation. The quality of Pakistan’s television channels reflects today’s quality of thought.

For too long education reform advocates have been barking up the wrong tree. A bigger education budget, better pay for teachers, more schools and universities, or changing instructional languages will not improve learning outcomes. As long as teachers and students remain shackled to the madressah mindset, they will remain mentally stunted. 
The real challenge lies in figuring out how to set their minds free.

Saturday, 8 November 2014

The rise of unreason



Some 300 years ago the age of reason lifted Europe from darkness, ushering in modern science together with modern scientific attitudes. These soon spread across the world. But now, running hot on its heels is the age of unreason. Reliance upon evidence, patient investigation, and careful logic is giving way to bald assertions, hyperbole, and blind faith.

----For an alternative perspective view
The day the Universe Changed
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Listen to India’s superstar prime minister, the man who recently enthralled 20,000 of his countrymen in New York City with his promises to change India’s future using science and technology. Inaugurating the Reliance Foundation Hospital in Mumbai two Saturdays ago, he proclaimed that the people of ancient India had known all about cosmetic surgery and reproductive genetics for thousands of years. Here’s his proof:
“We all read about Karna in the Mahabharata. If we think a little more, we realise that the Mahabharata says Karna was not born from his mother’s womb. This means that genetic science was present at that time. That is why Karna could be born outside his mother’s womb.” Referring to the elephant-headed Lord Ganesha, Modi asserted that, “there must have been some plastic surgeon at that time who put an elephant’s head on the body of a human being and began the practice of plastic surgery”.
Whether or not he actually believed his words, Modi knew it would go down well. In 1995, parts of India had gone hysterical after someone found Lord Ganesha would drink the milk if a spoon was held to his trunk. Until the cause was discovered to be straightforward capillary action (the natural tendency of liquids to buck gravity), the rush towards temples was so great that a traffic gridlock resulted in New Delhi and sales of milk jumped up by 30pc.

Once evidence becomes irrelevant, everything becomes possible.


Closer to home: a staggering number of Pakistanis — university science students included — believe that everything from quantum mechanics to black holes and genes were anticipated 1,400 years ago. Darwin’s theory of evolution is roundly rejected even by students and teachers in biology departments. Instead, the common belief is that all of modern science can be extracted by mastering Arabic and interpreting holy texts expertly enough. Forty years ago, when I joined Islamabad University, the chairman of the physics department, a pious man from the Tableeghi Jamaat, had just calculated the speed at which heaven is running away from earth — and found it to be one centimetre per second less than the speed of light. Today TV channels broadcast even more bizarre theories.
Once evidence becomes irrelevant, everything becomes possible. With only preformed notions as guide, outlandish conclusions, offensive to common sense, are frequent. The progress of science may suffer, but society and individuals take the brunt.
Take, for example, the question of whether Ram Janmabhoomi is actually the birthplace of Rama, the seventh avatar of Vishnu. Is this located precisely where Emperor Babar built the now-demolished Babri mosque? No conceivable archaeological evidence can adjudicate the matter. In fact it is impossible to establish on physical grounds the existence of Rama, much less the coordinates of his birthplace. But, the tragic events of Dec 6, 1992, owed to this belief. The scars of that terrible carnage have yet to heal.
Deliberately inflicted psychological scars may be even more unhealable. Terrifying life-after-death experiences are invented to create a passively accepting frame of mind. For decades, one of the most widely read books in Pakistan has been Maut ka manzar — marnay kay baad kya hoga (Scenes of life after death) with horrific episodes created by the author’s fertile imagination. Once considered as creative fiction, such life-after-death works are now becoming part of Pakistan’s mainstream education. Backed by university administrators, teachers and preachers are targeting the youth on campuses across the country.
On Oct 27, the Institute of Business Management in Karachi organised a major event, ‘The last moments — an exclusive insight on the death of a man’. The event’s black-and-white poster seems to be right out of some 1960s’ Hollywood horror movie with hooded, shrouded ghouls slouching across a graveyard. IoBM’s administration sent out official emails asking students to attend. A Saudi-certified professor would answer questions like: “Is life a mere game? Are you prepared for your death? Do you know what it feels at the moment you die? Is Allah pleased with your life?”
Such profound questions are surely best left up to God. A living, breathing, walking, talking professor cannot possibly adduce physical evidence about one’s dying moments. Nor claim to know whether Allah is pleased or angry with an individual. At best he can give his opinion.
I do not know what effect this particular professor had on his audience. But recently a colleague in Islamabad told me that his physics PhD student Mujeeb (not his real name) is behaving very strangely after viewing an after-death movie downloaded from some proselytizing website. Mujeeb now broods incessantly, worries more about death than life, and has almost stopped working.
It is not just South Asia where unreason is on the rise. The United States, the centre of high science, is now struggling with various crackpot anti-science movements. However, determined opposition has kept astrology, creationism, UFOs, magnetic therapy, etc. away from the mainstream.
In India, the battle against Vishwa Hindu Parishad and BJP ideology will be harder. But India has a strong Nehruvian past and Indian rationalists have strongly opposed so-called Vedic mathematics and cosmology, and revamping school curricula. The price has not been small. For example, Dr Narendra Achyut Dabholkar was murdered in Pune almost a year ago. He had helped draft the Anti-Jadu Tona Bill (Anti-Black Magic Bill) which political parties like the BJP and Shiv Sena opposed, claiming it would adversely affect Hindu culture, customs and traditions.
But nowhere in the world has unreason grown faster, and become more dangerous, than in Pakistan and Afghanistan. Polio workers here have shorter lives than soldiers in battle. More importantly, with schools, colleges, and universities actively working to crush young minds rather than enlighten them, this fight against unreason is surely going to be a much tougher one.

Wednesday, 18 January 2012

Ian Stewart's top 10 popular mathematics books

Ian Stewart is an Emeritus Professor of Mathematics at Warwick University and a Fellow of the Royal Society. He has written over 80 books, mainly popular mathematics, and has won three gold medals for his work on the public understanding of science. In collaboration with Terry Pratchett and Jack Cohen he wrote the Science of Discworld series. His new book, 17 Equations That Changed the World, is published by Profile.
  1. Seventeen Equations that Changed the World
  2. by Ian Stewart
  3. Buy it from the Guardian bookshop
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Buy 17 Equations That Changed the World from the Guardian bookshop
"'Popular mathematics' may sound like a contradiction in terms. That's what makes the genre so important: we have to change that perception. Mathematics is the Cinderella science: undervalued, underestimated, and misunderstood. Yet it has been one of the main driving forces behind human society for at least three millennia, it powers all of today's technology, and it underpins almost every aspect of our daily lives.
"It's not really surprising that few outside the subject appreciate it, though. School mathematics is so focused on getting the right answer and passing the exam that there is seldom an opportunity to find out what it's all for. The hard core of real mathematics is extremely difficult, and it takes six or seven years to train a research mathematician after they leave school. Popular mathematics provides an entry route for non-specialists. It allows them to appreciate where mathematics came from, who created it, what it's good for, and where it's going, without getting tangled up in the technicalities. It's like listening to music instead of composing it.
"There are many ways to make real mathematics accessible. Its history reveals the subject as a human activity and gives a feel for the broad flow of ideas over the centuries. Biographies of great mathematicians tell us what it's like to work at the frontiers of human knowledge. The great problems, the ones that hit the news media when they are finally solved after centuries of effort, are always fascinating. So are the unsolved ones and the latest hot research areas. The myriad applications of mathematics, from medicine to the iPad, are an almost inexhaustible source of inspiration."

1. The Man Who Knew Infinity by Robert Kanigel


The self-taught Indian genius Srinivasa Ramanujan had a flair for strange and beautiful formulas, so unusual that mathematicians are still coming to grips with their true meaning. He was born into a poor Brahmin family in 1887 and was pursuing original research in his teens. In 1912, he was brought to work at Cambridge. He died of malnutrition and other unknown causes in 1920, leaving a rich legacy that is still not fully understood. There has never been another mathematical life story like it: absolutely riveting.

2. Gödel, Escher, Bach by Douglas Hofstadter


One of the great cult books, a very original take on the logical paradoxes associated with self-reference, such as "this statement is false". Hofstadter combines the mathematical logic of Kurt Gödel, who proved that some questions in arithmetic can never be answered, with the etchings of Maurits Escher and the music of Bach. Frequent dramatic dialogues between Lewis Carroll's characters Achilles and the Tortoise motivate key topics in a highly original manner, along with their friend Crab who invents the tortoise-chomping record player. DNA and computers get extensive treatment too.

3. The Colossal Book of Mathematics by Martin Gardner


In his long-running Mathematical Games column in Scientific American, Gardner – a journalist with no mathematical training – created the field of recreational mathematics. On the surface his columns were about puzzles and games, but they all concealed mathematical principles, some simple, some surprisingly deep. He combined a playful and clear approach to his subject with a well-developed taste for what was mathematically significant. The book consists of numerous selections from his columns, classified according to the mathematical area involved. Learn how to make a hexaflexagon and why playing Brussels sprouts is a waste of time.

4. Euclid in the Rainforest by Joseph Mazur


A thoroughly readable account of the meaning of truth in mathematics, presented through a series of quirky adventures in the Greek Islands, the jungles around the Orinoco River, and elsewhere. Examines tricky concepts like infinity, topology, and probability through tall tales and anecdotes. Three different kinds of truth are examined: formal classical logic, the role of the infinite, and inference by plausible reasoning. The story of the student who believed nothing except his calculator is an object lesson for everyone who thinks mathematics is just 'sums'.

5. Four Colours Suffice by Robin Wilson


In 1852 Francis Guthrie, a young South African mathematician, was attempting to colour the counties in a map of England. Guthrie discovered that he needed only four different colours to ensure that any two adjacent counties had different colours. After some experimentation he convinced himself that the same goes for any map whatsoever. This is the remarkable story of how mathematicians eventually proved he was right, but only with the aid of computers, bringing into question the meaning of "proof". It contains enough detail to be satisfying, but remains accessible and informative throughout.

6. What is Mathematics Really? by Reuben Hersh


The classic text What is Mathematics? by Richard Courant and Herbert Robbins focused on the subject's nuts and bolts. It answered its title question by example. Hersh takes a more philosophical view, based on his experience as a professional mathematician. The common working philosophy of most mathematicians is a kind of vague Platonism: mathematical concepts have some sort of independent existence in some ideal world. Although this is what it feels like to insiders, Hersh argues that mathematics is a collective human construct – like money or the Supreme Court. However, it is a construct constrained by its own internal logic; it's not arbitrary. You choose the concepts that interest you, but you don't get to choose how they behave.

7. Magical Mathematics by Persi Diaconis and Ron Graham


Both authors are top-rank mathematicians with years of stage performances behind them, and their speciality is mathematical magic. They show how mathematics relates to juggling and reveal the secrets behind some amazing card tricks. Here's one. The magician mails a pack of cards to anyone, asking them to shuffle it and choose a card. Then he shuffles the cards again, and mails half of them to the magician—not saying whether the chosen card is included. By return mail, the magician names the selected card. No trickery: it all depends on the mathematics of shuffles.

8. Games of Life by Karl Sigmund


Biologists' understanding of many vital features of the living world, such as sex and survival, depends on the theory of evolution. One of the basic theoretical tools here is the mathematics of game theory, in which several players compete by choosing from a list of possible strategies. The children's game of rock-paper-scissors is a good example. The book illuminates such questions as how genes spread through a population and the evolution of cooperation, by finding the best strategies for games such as cat and mouse, the battle of the sexes, and the prisoner's dilemma. On the borderline between popular science and an academic text, but eminently readable without specialist knowledge.

9. Mathenauts: Tales of Mathematical Wonder edited by Rudy Rucker


A collection of 23 science fiction short stories, each of which centres on mathematics. Two are by Martin Gardner, and many of the great writers of SF are represented: Isaac Asimov, Gregory Benford, Larry Niven, Frederik Pohl. The high point is Norman Kagan's utterly hilarious "The Mathenauts", in which only mathematicians can travel through space, because space is mathematical – and, conversely, anything mathematical can be reality. An isomorphomechanism is essential equipment. Between them, these tales cover most of the undergraduate mathematics syllabus, though not in examinable form.

10. The Mathematical Principles of Natural Philosophy by Isaac Newton


There ought to be a great classic in this top 10, and there is none greater. I've put it last because it's not popularisation in the strict sense. However, it slips in because it communicated to the world one of the very greatest ideas of all time: Nature has laws, and they can be expressed in the language of mathematics. Using nothing more complicated than Euclid's geometry, Newton developed his laws of motion and gravity, applying them to the motion of the planets and strange wobbles in the position of the Moon. He famously said that he "stood on the shoulders of giants", and so he did, but this book set the scientific world alight. As John Maynard Keyes wrote, Newton was a transitional figure of immense stature: "the last of the magicians … the last wonderchild to whom the Magi could do sincere and appropriate homage." No mathematical book has had more impact.