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In the real world, the effects of increasing carbon dioxide on human and ecological scales are well established, and they include a biogechemical effect on land ecosystems with subsequent effects on water and climate, as well as changes to the chemistry of the oceans. Is it possible that these effects are benign? Sure. Is it also possible that these effects have some negatives? Sure. These two factors alone would be sufficient for one to begin to ask questions about the worth of decarbonizing the global energy system. But greenhouse gas emissions also have a radiative effect that, in the real world, is thought to be a net warming, all else equal and over a global scale. However, if this effect were to be a net cooling, or even, no net effect at the global scale, it would not change my views about a need to consider decarbonizing the energy system one bit. There is an effect -- or effects to be more accurate -- and these effects could be negative.

The debate over climate change has many people on both sides of the issue wrapped up in discussing global average temperature trends. I understand this as it is an icon with great political symbolism. It has proved a convenient political battleground, but the reality is that it should matter little to the policy case for decarbonization. What matters is that there is a human effect on the climate system and it could be negative with respect to things people care about. That is enough to begin asking whether we want to think about accelerating decarbonization of the global economy.

Ruse’s somewhat surprising yet intriguing claim is that “before Charles Darwin, evolution was an epiphenomenon of the ideology of [social] progress, a pseudoscience and seen as such. Liked by some for that very reason, despised by others for that very reason.”

Indeed, the link between evolution and the idea of human social-cultural progress was very strong before Darwin, and was one of the main things Darwin got rid of.

The encyclopedist Denis Diderot was typical in this respect: “The Tahitian is at a primary stage in the development of the world, the European is at its old age. The interval separating us is greater than that between the new-born child and the decrepit old man.” Similar nonsensical views can be found in Lamarck, Erasmus, and Chambers, the anonymous author of The Vestiges of the Natural History of Creation, usually considered the last protoscientific book on evolution to precede the Origin.

On the other side of the divide were social conservatives like the great anatomist George Cuvier, who rejected the idea of evolution — according to Ruse — not as much on scientific grounds as on political and ideological ones. Indeed, books like Erasmus’ Zoonomia and Chambers’ Vestiges were simply not much better than pseudoscientific treatises on, say, alchemy before the advent of modern chemistry.

people were well aware of this sorry situation, so much so that astronomer John Herschel referred to the question of the history of life as “the mystery of mysteries,” a phrase consciously adopted by Darwin in the Origin. Darwin set out to solve that mystery under the influence of three great thinkers: Newton, the above mentioned Herschel, and the philosopher William Whewell (whom Darwin knew and assiduously frequented in his youth)

Darwin was a graduate of the University of Cambridge, which had also been Newton’s home. Chuck got drilled early on during his Cambridge education with the idea that good science is about finding mechanisms (vera causa), something like the idea of gravitational attraction underpinning Newtonian mechanics. He reflected that all the talk of evolution up to then — including his grandfather’s — was empty, without a mechanism that could turn the idea into a scientific research program.

The second important influence was Herschel’s Preliminary Discourse on the Study of Natural Philosophy, published in 1831 and read by Darwin shortly thereafter, in which Herschel sets out to give his own take on what today we would call the demarcation problem, i.e. what methodology is distinctive of good science. One of Herschel’s points was to stress the usefulness of analogical reasoning

Finally, and perhaps most crucially, Darwin also read (twice!) Whewell’s History of the Inductive Sciences, which appeared in 1837. In it, Whewell sets out his notion that good scientific inductive reasoning proceeds by a consilience of ideas, a situation in which multiple independent lines of evidence point to the same conclusion.

the first part of the Origin, where Darwin introduces the concept of natural selection by way of analogy with artificial selection can be read as the result of Herschel’s influence (natural selection is the vera causa of evolution)

the second part of the book, constituting Darwin's famous “long argument,” applies Whewell’s method of consilience by bringing in evidence from a number of disparate fields, from embryology to paleontology to biogeography.

What, then, happened to the strict coupling of the ideas of social and biological progress that had preceded Darwin? While he still believed in the former, the latter was no longer an integral part of evolution, because natural selection makes things “better” only in a relative fashion. There is no meaningful sense in which, say, a large brain is better than very fast legs or sharp claws, as long as you still manage to have dinner and avoid being dinner by the end of the day (or, more precisely, by the time you reproduce).

Ruse’s claim that evolution transitioned not from protoscience to science, but from pseudoscience, makes sense to me given the historical and philosophical developments. It wasn’t the first time either. Just think about the already mentioned shift from alchemy to chemistry

Of course, the distinction between pseudoscience and protoscience is itself fuzzy, but we do have what I think are clear examples of the latter that cannot reasonably be confused with the former, SETI for one, and arguably Ptolemaic astronomy. We also have pretty obvious instances of pseudoscience (the usual suspects: astrology, ufology, etc.), so the distinction — as long as it is not stretched beyond usefulness — is interesting and defensible.

It is amusing to speculate which, if any, of the modern pseudosciences (cryonics, singularitarianism) might turn out to be able to transition in one form or another to actual sciences. To do so, they may need to find their philosophically and scientifically savvy Darwin, and a likely bet — if history teaches us anything — is that, should they succeed in this transition, their mature form will look as different from the original as chemistry and alchemy. Or as Darwinism and pre-Darwinian evolutionism.

Darwin called the Origin "one long argument," but I really do think that recognizing that the book contains (at least) two arguments could help to dispel that whole "just a theory" canard. The first half of the book is devoted to demonstrating that natural selection is the true cause of evolution; vera causa arguments require proof that the cause's effect be demonstrated as fact, so the second half of the book is devoted to a demonstration that evolution has really happened. In other words, evolution is a demonstrable fact and natural selection is the theory that explains that fact, just as the motion of the planets is a fact and gravity is a theory that explains it.

Cryogenics is the study of the production of low temperatures and the behavior of materials at those temperatures. It is a legitimate branch of physics and has been for a long time. I think you meant 'cryonics'.

The Singularity means different things to different people. It is uncharitable to dismiss all "singularitarians" by debunking Kurzweil. He is low hanging fruit. Reach for something higher.

Suppose you want to say, "Bush read Chomsky's latest book." Let's focus on just the verb, "read." To say this sentence in English, we have to mark the verb for tense; in this case, we have to pronounce it like "red" and not like "reed." In Indonesian you need not (in fact, you can't) alter the verb to mark tense. In Russian you would have to alter the verb to indicate tense and gender. So if it was Laura Bush who did the reading, you'd use a different form of the verb than if it was George. In Russian you'd also have to include in the verb information about completion. If George read only part of the book, you'd use a different form of the verb than if he'd diligently plowed through the whole thing. In Turkish you'd have to include in the verb how you acquired this information: if you had witnessed this unlikely event with your own two eyes, you'd use one verb form, but if you had simply read or heard about it, or inferred it from something Bush said, you'd use a different verb form.

Clearly, languages require different things of their speakers. Does this mean that the speakers think differently about the world? Do English, Indonesian, Russian, and Turkish speakers end up attending to, partitioning, and remembering their experiences differently just because they speak different languages?

For some scholars, the answer to these questions has been an obvious yes. Just look at the way people talk, they might say. Certainly, speakers of different languages must attend to and encode strikingly different aspects of the world just so they can use their language properly. Scholars on the other side of the debate don't find the differences in how people talk convincing. All our linguistic utterances are sparse, encoding only a small part of the information we have available. Just because English speakers don't include the same information in their verbs that Russian and Turkish speakers do doesn't mean that English speakers aren't paying attention to the same things; all it means is that they're not talking about them. It's possible that everyone thinks the same way, notices the same things, but just talks differently.

Believers in cross-linguistic differences counter that everyone does not pay attention to the same things: if everyone did, one might think it would be easy to learn to speak other languages. Unfortunately, learning a new language (especially one not closely related to those you know) is never easy; it seems to require paying attention to a new set of distinctions. Whether it's distinguishing modes of being in Spanish, evidentiality in Turkish, or aspect in Russian, learning to speak these languages requires something more than just learning vocabulary: it requires paying attention to the right things in the world so that you have the correct information to include in what you say.

Follow me to Pormpuraaw, a small Aboriginal community on the western edge of Cape York, in northern Australia. I came here because of the way the locals, the Kuuk Thaayorre, talk about space. Instead of words like "right," "left," "forward," and "back," which, as commonly used in English, define space relative to an observer, the Kuuk Thaayorre, like many other Aboriginal groups, use cardinal-direction terms — north, south, east, and west — to define space.1 This is done at all scales, which means you have to say things like "There's an ant on your southeast leg" or "Move the cup to the north northwest a little bit." One obvious consequence of speaking such a language is that you have to stay oriented at all times, or else you cannot speak properly. The normal greeting in Kuuk Thaayorre is "Where are you going?" and the answer should be something like " Southsoutheast, in the middle distance." If you don't know which way you're facing, you can't even get past "Hello."

The result is a profound difference in navigational ability and spatial knowledge between speakers of languages that rely primarily on absolute reference frames (like Kuuk Thaayorre) and languages that rely on relative reference frames (like English).2 Simply put, speakers of languages like Kuuk Thaayorre are much better than English speakers at staying oriented and keeping track of where they are, even in unfamiliar landscapes or inside unfamiliar buildings. What enables them — in fact, forces them — to do this is their language. Having their attention trained in this way equips them to perform navigational feats once thought beyond human capabilities. Because space is such a fundamental domain of thought, differences in how people think about space don't end there. People rely on their spatial knowledge to build other, more complex, more abstract representations. Representations of such things as time, number, musical pitch, kinship relations, morality, and emotions have been shown to depend on how we think about space. So if the Kuuk Thaayorre think differently about space, do they also think differently about other things, like time? This is what my collaborator Alice Gaby and I came to Pormpuraaw to find out.

To test this idea, we gave people sets of pictures that showed some kind of temporal progression (e.g., pictures of a man aging, or a crocodile growing, or a banana being eaten). Their job was to arrange the shuffled photos on the ground to show the correct temporal order. We tested each person in two separate sittings, each time facing in a different cardinal direction. If you ask English speakers to do this, they'll arrange the cards so that time proceeds from left to right. Hebrew speakers will tend to lay out the cards from right to left, showing that writing direction in a language plays a role.3 So what about folks like the Kuuk Thaayorre, who don't use words like "left" and "right"? What will they do? The Kuuk Thaayorre did not arrange the cards more often from left to right than from right to left, nor more toward or away from the body. But their arrangements were not random: there was a pattern, just a different one from that of English speakers. Instead of arranging time from left to right, they arranged it from east to west. That is, when they were seated facing south, the cards went left to right. When they faced north, the cards went from right to left. When they faced east, the cards came toward the body and so on. This was true even though we never told any of our subjects which direction they faced. The Kuuk Thaayorre not only knew that already (usually much better than I did), but they also spontaneously used this spatial orientation to construct their representations of time.

I have described how languages shape the way we think about space, time, colors, and objects. Other studies have found effects of language on how people construe events, reason about causality, keep track of number, understand material substance, perceive and experience emotion, reason about other people's minds, choose to take risks, and even in the way they choose professions and spouses.8 Taken together, these results show that linguistic processes are pervasive in most fundamental domains of thought, unconsciously shaping us from the nuts and bolts of cognition and perception to our loftiest abstract notions and major life decisions. Language is central to our experience of being human, and the languages we speak profoundly shape the way we think, the way we see the world, the way we live our lives.

The fact that even quirks of grammar, such as grammatical gender, can affect our thinking is profound. Such quirks are pervasive in language; gender, for example, applies to all nouns, which means that it is affecting how people think about anything that can be designated by a noun.

How does an artist decide whether death, say, or time should be painted as a man or a woman? It turns out that in 85 percent of such personifications, whether a male or female figure is chosen is predicted by the grammatical gender of the word in the artist's native language. So, for example, German painters are more likely to paint death as a man, whereas Russian painters are more likely to paint death as a woman.

Does treating chairs as masculine and beds as feminine in the grammar make Russian speakers think of chairs as being more like men and beds as more like women in some way? It turns out that it does. In one study, we asked German and Spanish speakers to describe objects having opposite gender assignment in those two languages. The descriptions they gave differed in a way predicted by grammatical gender. For example, when asked to describe a "key" — a word that is masculine in German and feminine in Spanish — the German speakers were more likely to use words like "hard," "heavy," "jagged," "metal," "serrated," and "useful," whereas Spanish speakers were more likely to say "golden," "intricate," "little," "lovely," "shiny," and "tiny." To describe a "bridge," which is feminine in German and masculine in Spanish, the German speakers said "beautiful," "elegant," "fragile," "peaceful," "pretty," and "slender," and the Spanish speakers said "big," "dangerous," "long," "strong," "sturdy," and "towering." This was true even though all testing was done in English, a language without grammatical gender. The same pattern of results also emerged in entirely nonlinguistic tasks (e.g., rating similarity between pictures). And we can also show that it is aspects of language per se that shape how people think: teaching English speakers new grammatical gender systems influences mental representations of objects in the same way it does with German and Spanish speakers. Apparently even small flukes of grammar, like the seemingly arbitrary assignment of gender to a noun, can have an effect on people's ideas of concrete objects in the world.

Even basic aspects of time perception can be affected by language. For example, English speakers prefer to talk about duration in terms of length (e.g., "That was a short talk," "The meeting didn't take long"), while Spanish and Greek speakers prefer to talk about time in terms of amount, relying more on words like "much" "big", and "little" rather than "short" and "long" Our research into such basic cognitive abilities as estimating duration shows that speakers of different languages differ in ways predicted by the patterns of metaphors in their language. (For example, when asked to estimate duration, English speakers are more likely to be confused by distance information, estimating that a line of greater length remains on the test screen for a longer period of time, whereas Greek speakers are more likely to be confused by amount, estimating that a container that is fuller remains longer on the screen.)

An important question at this point is: Are these differences caused by language per se or by some other aspect of culture? Of course, the lives of English, Mandarin, Greek, Spanish, and Kuuk Thaayorre speakers differ in a myriad of ways. How do we know that it is language itself that creates these differences in thought and not some other aspect of their respective cultures? One way to answer this question is to teach people new ways of talking and see if that changes the way they think. In our lab, we've taught English speakers different ways of talking about time. In one such study, English speakers were taught to use size metaphors (as in Greek) to describe duration (e.g., a movie is larger than a sneeze), or vertical metaphors (as in Mandarin) to describe event order. Once the English speakers had learned to talk about time in these new ways, their cognitive performance began to resemble that of Greek or Mandarin speakers. This suggests that patterns in a language can indeed play a causal role in constructing how we think.6 In practical terms, it means that when you're learning a new language, you're not simply learning a new way of talking, you are also inadvertently learning a new way of thinking. Beyond abstract or complex domains of thought like space and time, languages also meddle in basic aspects of visual perception — our ability to distinguish colors, for example. Different languages divide up the color continuum differently: some make many more distinctions between colors than others, and the boundaries often don't line up across languages.

To test whether differences in color language lead to differences in color perception, we compared Russian and English speakers' ability to discriminate shades of blue. In Russian there is no single word that covers all the colors that English speakers call "blue." Russian makes an obligatory distinction between light blue (goluboy) and dark blue (siniy). Does this distinction mean that siniy blues look more different from goluboy blues to Russian speakers? Indeed, the data say yes. Russian speakers are quicker to distinguish two shades of blue that are called by the different names in Russian (i.e., one being siniy and the other being goluboy) than if the two fall into the same category. For English speakers, all these shades are still designated by the same word, "blue," and there are no comparable differences in reaction time. Further, the Russian advantage disappears when subjects are asked to perform a verbal interference task (reciting a string of digits) while making color judgments but not when they're asked to perform an equally difficult spatial interference task (keeping a novel visual pattern in memory). The disappearance of the advantage when performing a verbal task shows that language is normally involved in even surprisingly basic perceptual judgments — and that it is language per se that creates this difference in perception between Russian and English speakers.

What it means for a language to have grammatical gender is that words belonging to different genders get treated differently grammatically and words belonging to the same grammatical gender get treated the same grammatically. Languages can require speakers to change pronouns, adjective and verb endings, possessives, numerals, and so on, depending on the noun's gender. For example, to say something like "my chair was old" in Russian (moy stul bil' stariy), you'd need to make every word in the sentence agree in gender with "chair" (stul), which is masculine in Russian. So you'd use the masculine form of "my," "was," and "old." These are the same forms you'd use in speaking of a biological male, as in "my grandfather was old." If, instead of speaking of a chair, you were speaking of a bed (krovat'), which is feminine in Russian, or about your grandmother, you would use the feminine form of "my," "was," and "old."

computer-grading of essays is a surging science, with some studies showing that computer evaluations are fairer, more consistent, and more informative than those of an average teacher, if not necessarily of an outstanding one.

the relative prices of grains, metals, and many other basic goods tended to revert to a central mean tendency over sufficiently long periods. We conjectured that even though random discoveries, weather events, and technologies might dramatically shift relative values for certain periods, the resulting price differentials would create incentives for innovators to concentrate more attention on goods whose prices had risen dramatically.

people are not goods, but the same principles apply. As skilled labor becomes increasingly expensive relative to unskilled labor, firms and businesses have a greater incentive to find ways to “cheat” by using substitutes for high-price inputs. The shift might take many decades, but it also might come much faster as artificial intelligence fuels the next wave of innovation.

Many commentators seem to believe that the growing gap between rich and poor is an inevitable byproduct of increasing globalization and technology. In their view, governments will need to intervene radically in markets to restore social balance. I disagree. Yes, we need genuinely progressive tax systems, respect for workers’ rights, and generous aid policies on the part of rich countries. But the past is not necessarily prologue: given the remarkable flexibility of market forces, it would be foolish, if not dangerous, to infer rising inequality in relative incomes in the coming decades by extrapolating from recent trends.