PART II – DIMINISHING INTELLECT, DISTORTED KNOWLEDGE

PART II

Thus the arrow of  time (from past to future) affects knowledge. The preservation and transmission of Original and complete knowledge   will inversely depend on time. Further at a much later time,   a person initiated into learning and knowledge, may have access to only say two or three branches of knowledge, out of the six recorded ones. And based on these three branches of knowledge , if he attempts to generate new knowledge, it is bound to be incomplete and even may lead to wrong inferences or conclusions, which we may call as faulty knowledge.( Since he is unable to refer to the full body of knowledge.)

Thus  overall we have a  multiplier effect due to  ‘knowledge erosion’, in terms of (a)  loss of human intellectual capacity and (b) generation of  new and   faulty knowledge. This faulty knowledge will then become the foundation for successive knowledge generation. Thus at a later stage , for eg. in this modern age ,in geometric proportion, faulty knowledge is generated in society!!

A classic example of this effect of fragmentation &  compartmentalization  of knowledge, leading to erroneous conclusions  in modern times can be cited in the field of medicine. To diagnose , we prefer a generalist (MD) than a specialist. A diseased condition may be due to various causes, and the physician trained in and practicing  diagnosis , considers the whole human body, than considering a particular organ or limb. This fragmentation of medical knowledge, between generalist and specialist  has proved to be costly for the public, the medical student , and taxing on the govt.  to provide resources for each specialization, without any corresponding  effect in improving public health and creating a healthy society.  Simultaneously  social intelligence has reached such a nadir, that the public instead of resorting to self-regulation, indulge in all sorts of unhealthy practices with the implicit belief that  ‘new-knowledge’, doctors, hospitals and new technologies are  available  on tap to cure their diseases.  (eg. Liver malfunction treatment  for alcoholics)) Thus fragmentation of knowledge that became inert, ossified  due to storage  has proven to be costly for the individual and society. Neither the  general physician could assimilate the complete knowledge of all specialization branches  paving for deeper knowledge, nor  the specialist have knowledge of other areas, and in the later’s case his knowledge is compartmentalised. (Deep but not wide and all encompassing). While considering this example, let us not forget even for a moment that modern medicine is itself built-up on faulty foundations. The  healing powers of the mind and other factors are not considered in the practice of modern medicine. Profits only matter here (in modern times), and the recent case of heavy fine imposed on the pharmaceutical giant Glaxosmithline  serves as a grim reminder.

Moderns have tried to get over this problem, by collaborative efforts, ie by bringing together ‘experts’ in various fields, to solve a particular crisis or problem. But we have to understand that a priori, these  expert’s knowledge is based on  knowledge  subjected to ‘erosion’ and fragmentation.

Thus we have two cumulative outcomes– (1)  slow and steady deterioration and loss of intellectual faculties of human beings, prompted some men with vision to record knowledge  & (2) writing and recording of knowledge  has further diminished the intellectual faculties of humans. 

Thus at this juncture in time, in this post-modern era, incomplete and partial knowledge is the basis of our decisions (solutions)  and actions, which being imperfect ant not the right solution, is not going to solve any of our problems, but will compound it !!!!!

(Critical feed back of  part2, appreciated)

DIMINISHING INTELLECT, DISTORTED KNOWLEDGE – Part 1

It has been argued in ‘The Act of Writing' (Previous Post) that invention of writing with   alphabets ( denoting sound  syllables), marked a sharp decline in human intellectual capacity. Intellectual capacity is denoted by (a) storing vast amounts of data, facts and information, processing the same and recalling it when required,  (b)knowledge and wisdom  derived from such fast processing  (which in turn determines our actions), & (c) knowledge of arts, crafts, and the ability to appreciate and enjoy the same, etc

When knowledge is recorded it becomes ossified. The dynamism of knowledge is lost. The free flow of knowledge is impaired.

Let us now consider a hypothetical situation. Say at the time when humans fully matured physically and culturally (conforming to Darwin’s theory), humankind had a body of knowledge comprising of different  branches, say  U, V, W, X, Y, X , ie Total knowledge K=U+V+W+X+Y+Z. For a long time this knowledge was transmitted orally , through sounds. Anyone who is considered learned will have to learn all this (complete knowledge) orally and commit to memory, since  re-course to writing was not at hand. Thus the whole body of knowledge , without loss would have been transmitted from generation to generation , and across geographical locations without loss or minimal losses.  Any  further knowledge that is generated will be a derivative  of the above body of total knowledge. Now suppose that after a few thousand years,  writing system developed and the above  complete knowledge had been committed to writing. Now it is human tendency that something that is stored, will remain in disuse for a long time. The attitude is-‘ it is available  on tap, so we will retrieve it when necessary’. Such a scenario, ie absolute  necessity or requirement  of stored knowledge,(knowledge of a particular nature, but essentially a part of the total knowledge , integrating the same seamlessly, that had been tucked away in a medium) is not likely to arise for a long time into the future, and it is likely that what is stored will be eventually forgotten. Even when  a need arises, be it for the stored knowledge or some material, the effort will be to freshly generate the same,  overlooking what is stored years back. The people who had done the storage will not be immediately available, or  unable to recollect from  their individual memory(the physical storage location) due to aging .   If they had lived a generation before,  they may be dead. Thus there is a continuous chipping away from the collective body of useful and full (complete)  knowledge. When one is faced with incomplete knowledge of a situation or object, decisions regarding the same will have to be based on assumptions or guesswork. This leads to error in judgement and results. Ie New knowledge thus generated is faulty.

The  issues discussed in the above paragraph about  incomplete or partial knowledge  generating faulty knowledge , is further illustrated with another example.  Assuming  that the total body of knowledge K=U+V+W+X+Y+Z, and these knowledge branches are related (complementary).  Consider a  experiment involving  two identical individuals A and B. Consider further that on all parameters A and B are sharing equal values, except on the knowledge front.  Imagine that A’s knowledge is total  ie. Ak=K= U+V+W+X+Y+Z, and B’s knowledge Bk= W+X+Y+Z < K.  Individual B is not knowing about subjects U & V, but which has got some connection or other to subjects W, X, Y & Z. Now  A & B are confronted with a problem requiring solution based on their knowledge, and each has to give it independently.  Whose solution is likely to be better and totally reliable. ?? Without doubt we could say that we could depend on A fully.  And any further decisions  or knowledge based on A’s conclusion can also be depended  upon.

But if B’s solution is accepted, it may solve the problem temporarily, but not perfectly. Further any further development or knowledge based on B’s solution will contain error, and this error will multiply , if this solution is used as the input for further solutions.

(Critical feed-back appreciated)

Part 2 follows ....