The post Darwinian world has had to come to terms with a story of life that sees it in a continual struggle for survival against the odds of the cosmos. The new paradigm has settled in slowly into the modern psyche. In many respects it is still in its infancy. The creationist movements in the conservative churches hope to block its emergence as the paradigm on which humanity must construct its sense of hope. Evolution teaches us that there is hope for those who struggle hardest. This in terms of the modern world of human thought means increasing the basic store of knowledge of how our small patch of space-time works. Knowing the laws that dictate the complexity of life and our environment allows humanity to predict its behavior and meet its uncertainties with a measured preparedness. The modern hope is the hope of increasing knowledge. This knowledge has led to massive improvements in human health-care and longevity. Food production capacity of the world has seen exponential increases and allows the feeding of ever increasing populations. Natural energy resources of the world are being supplemented by new technologies that capture more of the parent source energy from our friendly sun. Science has unlocked the limitless energy of the nucleus and this undoubtedly will be the fountain of our future energy requirements. Knowledge has led to greater sense of cultural difference and communication between all peoples that ultimately will lead to less war and political strife. The self expression of art, literature and music has never being more widespread and part of the existence of the common man. No longer is it the province of the elite. The human species is creating more and more things of beauty. The aesthetic quotient of humanity is increasing.
Can the quest for more knowledge of the world in which we find ourselves be part of the hope of the common man? To buy into this hope, the foundations must be laid in an education system that places knowledge, and the open pursuit of it, on a very high pedestal. It has to become the ultimate goal of the person to continually increase knowledge and to put this knowledge to good use for the betterment of all. Participation in the voyage of discovery can be seen as the privilege of everyone not just the expert, the academic or the professional. Open-source knowledge is the future opened up by the communications revolution of the internet. People of similar interests can readily find fertile ground on which to set their ideas. The fences erected by august institutions no longer keep out the uninitiated. The death of the closed institution is well nigh. It was a legacy of a gentleman’s world where knowledge and education set them above the plebeian world of the average man. The function of maintaining standards, that once had good intentions in defining what was truly scientific or academic, is no longer relevant where the pace of knowledge spreads so quickly both laterally and vertically. Knowledge can no longer be corralled into a discrete compound to the exclusion of all but near relations. The unseen quantum entanglement-like associations of different areas of knowledge are inhibited by the hierarchal and isolationist approaches of most institutions. Left to themselves they continue to plough a furrow in the same old direction lacking the cross fertilization of ideas that can suddenly make it obvious that the direction is a scientific or epistemological cul de sac.
The organization of knowledge, into multifarious closed institutions that continually raise the barrier to entry to an ever higher level, is the main obstacle to the growth of real knowledge of our objective reality. If we perceive the world only with strict mathematical eyes we lose the sense of wonder and energy provided by that of our emotional eyes that see the beauty of all nature, or that of our ears that appreciate its sounds and the sounds that we ourselves create in music, or that of our taste buds that define sensations that cannot be expressed in either adequate words or equations. Such a treasure-trove of knowledge is lost to the over-specialized. It is necessary to have specialists but it is equally necessary to have generalists. The old idea of a liberal arts degree can be replaced by a degree that covers all the areas of knowledge with the express aim at giving some individuals a broad view of the world of knowledge as it now stands. These people become the free-thinkers whose job is to add spice to the sometimes bland thinking of the specialist. The need for naive questioning and challenging has never been more necessary than in the current times. The long accepted theory of free market economics was left to the experts whose myopic faith in their risk strategies overlooked the obvious that any unprofessional would ask; how can you have continuous uninhibited growth in wealth? The laws of continuity and conservation of energy imply that at best the resources of the earth are just being redistributed. Humanity has being exploiting the planet on a grand scale since the advent of industrialism. Some nations got incredibly rich at the cost of other weaker nations. The beautiful architecture of the city of London is built on the stolen wealth of the poor colonies. History abounds in potential lessons yet the inbuilt inertia of institutions denies these lessons an airing. The world banking systems based on the false paradigm of uninhibited growth had a sudden crash. The closed world of finance and economics was blind to impending doom that any group of naive observers could foretell. Institutions become obsessed with the verity of their own knowledge and become vulnerable.
Recognizing that the hope of the modern world rests in the increasing knowledge of our local space-time patch, thus allowing us to better our chance to survive is not enough. The organization of this process of knowledge acquisition into an open-source model where inputs are freely given and taken and where flexible self-regulation allows organic growth is equally crucial. This organization should reflect the joys of exploration, discovery and creativity, as being a central part and point of human existence. The public relations of the knowledge industry have been dismally lacking.
My thoughts have degenerated into a polemic against the organization of society. I have trouble with the role of religion in education. I see the parochialism of academic and professional institutions as corrosive to the very aims they strive to attain. I advocate a new type of education that transcends these limitations, training the young from the very start that knowledge is the most valuable jewel in the crown of human existence. It is valuable because unlike wealth it is not subject to conservation laws and can grow infinitely. It is never ending. Despite the hubris of some physicists there will never be a theory of everything. There will be theories without limit because the depths of knowledge are unfathomable. There is always more to be discerned. Therein lies the hope of humanity. The well of knowledge will never run dry. There will always be an infinity more to draw up from the dark depths. The challenge to humanity will always be there but, while it can never be overwhelmed, it always allows progress towards the goal of ever increasing wisdom. The great integration of human knowledge leads to the acquired wisdom of the human species. This wisdom makes us better suited to the trials and tribulations presented to us by the planet on which we live alongside all other life forms.
The End
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AUTHOR Singh, Simon.
TITLE Big bang : the most important scientific discovery of all time
and why you need to know about it / Simon Singh.
IMPRINT London : Harper Perennial, 2005.
**********************************************************
AUTHOR Liddle, Andrew R.
TITLE An introduction to modern cosmology / Andrew Liddle.
IMPRINT Chichester : Wiley, 1999.
**********************************************************
AUTHOR Nozick, Robert.
TITLE Philosophical explanations / Robert Nozick.
IMPRINT New York Doubleday 1981.
**********************************************************
AUTHOR Midgley, Mary, 1919-
TITLE The myths we live by / Mary Midgley.
IMPRINT London ; New York : Routledge, 2003.
**********************************************************
AUTHOR Bergmann, Peter G.
TITLE The riddle of gravitation / Peter G. Bergmann.
IMPRINT Herts. Oahspe 1969.
**********************************************************
AUTHOR Davies, P. C. W.
TITLE Space and time in the modern universe / P.C.W. Davies.
IMPRINT Cambridge Cambridge U.P. 1977.
**********************************************************
AUTHOR Kivy, Peter.
TITLE Introduction to a philosophy of music / Peter Kivy.
IMPRINT Oxford ; New York : Clarendon Press, 2002.
**********************************************************
TITLE Rebirth of rhetoric : essays in language, culture and education /
Richard Andrews.
IMPRINT London Routledge
**********************************************************
TITLE The Oxford book of modern science writing / [edited by] Richard
Dawkins.
IMPRINT Oxford ; New York : Oxford University Press, 2008.
**********************************************************
AUTHOR Roederer, Juan G.
TITLE Introduction to the physics and psychophysics of music / Juan G.
Roederer.
IMPRINT London English Universities Press 1973.
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