Alan’s blog

Throughout society, media, and academia, it seems that ignorance is no longer a void to be filled, but a virtue to be lauded.  Ignorance is certainly not a ‘problem’, not something to be ashamed of, but is either an opportunity to learn or a signal that you need to seek external expertise.  However, when ignorance is seen as something not just good in itself, but almost a sign of superiority over those who do have knowledge or expertise, then surely this is a sign of a world in decadence.

Although it is something of which I’ve been aware for a long time, two things prompt to think again about this: a mailing list discussion about science in schools and a recent paper review.

The CPHC mailing list discussion was prompted by a report by the BBC on a recent EU survey on attitudes to science amongst 15-25 year olds.  The survey found that around 1/2 of Irish and British respondents felt they “lacked the skills to pursue a career in science” compared with only 10% in several eastern European countries.  The discussion was prompted not so much by the result itself but by the official government response that the UK science community needed to do more “to understand what excites and enthuses young people and will switch them on to a science future.”  While no-one disagrees with the sentiment, regarding it as ‘the problem’ disregards the fact that those countries where scientific and mathematical education is not a problem are precisely those where the educational systems are more traditional, less focused on motivation and fun!

I have blogged before about my concerns regarding basic numeracy, but that was about ‘honest ignorance’, people who should know not knowing.  However, there is a common attitude to technical subjects that makes it a matter of pride for otherwise educated people to say “I could never do maths” or “I was never good at science”, in a way that would be incongruous if it were said about reading or writing (although as we shall see below technologists do do precisely that), and often with the implication that to have been otherwise would have been somehow ‘nerdy’ and made them less well-balanced people.

Sadly this cult of ignorance extends also to academia.

A colleague of mine recently had reviews back on a paper.  One reviewer criticised the use of the term ‘capitalisation’ (which was in context referring to ’social capital’) as to the reviewer word meant making letters upper case.  The reviewer suggested that this might be a word in the author’s native language.

At a time when the recapitalisation of banks is a major global issue, this surely feels like culpable ignorance.  Obviously the word was being used in a technical sense, but the reviewer was suggesting it was not standard English.  Of course, ‘capital’ in the financial sense dates back certainly 300 years, the verb ‘capitalise’ is part of everyday speech “let’s capitalise on our success”, and my 30 year old Oxford English Dictionary includes the following:

Capitalize 1850. …. 2. The project of capitalizing incomes 1856. Hence Capitalization.

Now I should emphasise it is not the ignorance of the reviewer I object to; I know I am ignorant of many things and ready to admit it.  The problem is that the reviewer feels confident enough in that ignorance to criticise the author for the use of the word … apparently without either (a) consulting a dictionary, or (b) while filling out the online review form bothering to Google it!

This reminded me of a review of a paper I once received that criticised my statistical language, suggesting I should use the proper statistical term ’significance’ rather than the informal language ‘confidence’.  Now many people do not really understand the difference between significance testing (evidence of whether things are different) and confidence intervals (evidence of how different or how similar they are) - and so rarely use the latter, even though confidence intervals are a more powerful statistical tool.  However the problem here is not so much the ignorance of the reviewer (albeit that a basic awareness of statistical vocabulary would seem reasonable in a discipline with a substantial experimental side), but the fact that the reviewer felt confident enough in his/her ignorance to criticise without either consulting an elementary statistical text book or Googling “statistics confidence”.

So, let’s be proud of our skills and our knowledge, humble in accepting the limits of what we know, and confident enough in ourselves, so that we do not need to denegrate others for doing what we cannot.  Then ignorance becomes a spring board to learn more and a launching point for collaboration

I am at the Web of Data Practitioners Days (WOD-PD 2008) in Vienna.  Mixture of talks and guided hands-on sessions.  I presented first half of session on “Using the Web of Data” this morning with focus (surprise) on the end user. Learnt loads about some of the applications out there - in fact Richard Cyganiak .  Interesting talk from a guy at the BBC about the way they are using RDF to link the currently disconnected parts of their web and also archives.  Jana Herwig from Semantic Web Company has been live blogging the event.

Being here has made me think about the different elements of SemWeb technology and how they individually contribute to the ‘vision’ of Linked Data.  The aim is to be able to link different data sources together.  For this having some form of shared/public vocabulary or ‘data definitions’ is essential as is some relatively uniform way of accessing data.  However, the implementation using RDF or use of SPARQL etc. seems to be secondary and useful for some data, but not other forms of data where tabular data may be more appropriate.  Linking these different representations  together seems far more important than specific internal representations.  So wondering whether there is a route to linked data that allows a more flexible interaction with existing data and applications as well as ’sucking’ in this data into the SemWeb.  Can the vocabularies generated for SemWeb be used as meta information for other forms of information and can  query/access protocols be designed that leverage this, but include broader range of data types.

When the delayed SATS results eventually arrive, I’m sure there will be the regular navel gazing at the state of basic numeracy and literacy in UK schools. But what about those who were in primary schools 30 years ago?

This morning on BBC News Channel an interviewer was talking to an economist from the City. They were discussing the reduction in bank lending (a fall of 3% during June, with 32% year-on-year drop ) and its implications for the housing market and the economy in general. The interviewer asked if it was accelerating and the economist agreed, mentioning how the year-on-year drop had gone from 10% in one quarter to 20% in the next and now over 30%.

Of course these figures are all based on a year-on-year average that includes the period before the credit crunch began last autumn and in fact are consistent with a steady linear fall of around 3% per month for the 9 months since the Northern Rock collapse. That is an alarming rate of fall, but not evidence of an accelerating fall.

This apparent lack of basic numeracy reminds me of a discussion some years ago with senior financial executives who dismissed any attempt to quantify projected company income as ‘just numbers’. Having lost money in the Northern Rock collapse I wonder whether the executives in Northern Rock and other banks had a similar attitude!

I know it is easy for me as a trained mathematician to hold up my hands in horror, but still these are people who are playing not only with their own livelihoods, but also the lives of their investors, ordinary people and even the state of the entire economy.

We do have a peculiar attitude in the UK where it is acceptable for highly educated people (including many computer scientists) to just ‘not do math’, and furthermore say so with a level of pride, whereas to say the same about reading would be unconscionable. Other European countries seem far more numerate, so this seems to be a cultural phenomena not an intellectual problem.

I have heard that one of the best predictors of educational success is if a child is willing to put off a treat for another day. Mathematics does require doing work at one stage to see benefit maybe many years later, but this to some extent runs counter to the increasingly common expectation of students to want to know fully and completely how something is useful to them now.

Maybe the answer is for schools to have lessons in leaving sweeties until tomorrow … and perhaps remedial lessons for City economists who matured during the Thatcher years.

Firefly will be featured in a special science series on BBC North West Tonight this evening sometime between 6:30 and 7 (SKY channel 978 if you are not in the North West!).

In 1978 I was on the British team for the 20th International Mathematical Olympiad (recollections of the trip). It was in Romania and the event was prime time news … and I was one of a group interviewed for the news of the event. the following year the 21st IMO was held in London and there was no press coverage that I found whatsoever. OK mathematics is hardly a spectator sport, but the complete British lack of interest in anything remotely intellectual was disturbing.

But now … nearly 30 years later … perhaps things are changing. On Sunday BBC2 are showing a 90min documentary about the olympiad team. Maybe maths will get sexy!

Beautiful Young Minds¹
BBC2 Sun 14 Oct, 9:00 pm - 10:30 pm 90mins
Beautiful Young Minds tells the story of some of the brightest mathematical brains of a generation. Each year, exceptionally gifted teenagers from over 90 countries compete for medals at the International Mathematical Olympiad. The film follows a group of brilliant teenagers as they battle it out to become the chosen six selected to represent the UK.

1. unfortunately the BBC’s own page on this disappeared at the end of the week - why do they do this! - but there are many descriptions and reviews of it on the web including one at plus.maths.org [back]