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The examination to become a London cabby is possibly the most difficult test in the world — demanding years of study to memorize the labyrinthine city’s 25,000 streets and any business or landmark on them. As GPS and Uber imperil this tradition, is there an argument for learning as an end in itself?

Which is where the Knowledge comes in. It is a weird city’s weird solution to the riddle of itself, a municipal training program whose graduates are both transit workers and Gnostics: chauffeurs taught by the government to know the unknowable.

The brains of London taxi drivers have attracted scholarly attention. Eleanor Maguire, a neuroscientist at University College London, has spent 15 years studying cabbies and Knowledge boys. She has discovered that the posterior hippocampus, the area of the brain known to be important for memory, is bigger in London taxi drivers than in most people, and that a successful Knowledge candidate’s posterior hippocampus enlarges as he progresses through the test.

Just as ecosystems provide a wealth of services for humanity – some known, others unacknowledged or yet to be discovered – languages, too, are ripe with possibility. They contain an accumulated body of knowledge, including about geography, zoology, mathematics, navigation, astronomy, pharmacology, botany, meteorology and more. In the case of Cherokee, that language was born of thousands of years spent inhabiting the southern Appalachia Mountains. Cherokee words exist for every last berry, stem, frond and toadstool in the region, and those names also convey what kind of properties that object might have – whether it’s edible, poisonous or has some medicinal value. “No culture has a monopoly on human genius, and we never know where the next brilliant idea may come from,” Harrison says. “We lose ancient knowledge if we lose languages.”

Thanks to advances in technology, we may soon revisit a question raised four centuries ago: Are there things we should try not to know? That’s because the collection of data is increasing, in both scale and type, at a phenomenal rate.

“Big Brother couldn’t have imagined we’d tell him where we were, who we talk to, how we feel – and we’d pay to do it,” said Vivek Wadhwa, a tech entrepreneur and social critic. “We need an amendment in the Constitution that says you own your data.”

Scientists are beginning to tap into a wellspring of knowledge buried in the ancient stories of Australia's Aboriginal peoples. But the loss of indigenous languages could mean it is too late to learn from them.

As the doctor Mark Tonelli has argued, distinct forms of knowledge can’t be judged by the same standards: what a patient prefers on the basis of personal experience; what a doctor thinks on the basis of clinical experience; and what clinical research has discovered — each of these is valuable in its own way. While scientists concur that randomized trials are ideal for evaluating the average effects of treatments, such precision isn’t necessary when the benefits are obvious or clear from other data.

Distrusting expertise makes it easy to confuse an absence of randomized evaluations with an absence of knowledge. And this leads to the false belief that knowledge of what works in social policy, education or fighting terrorism can come only from randomized evaluations. But by that logic (as a spoof scientific article claimed), we don’t know if parachutes really work because we have no randomized controlled trials of them.

Experiments, of course, are invaluable and have, in the past, shown the consensus opinion of experts to be wrong. But those who fetishize this methodology, as the flossing example shows, can also impair progress toward the truth. A strong demand for evidence is a good thing. But nurturing a more nuanced view of expertise should be part of that demand.

Over the years, he said, many hypotheses about the secret properties of Stradivari and Guarneri instruments have come and gone. Advertisement Continue reading the main story For a while, people suggested that luthiers had simply used trees that have since gone extinct — but in fact those trees still exist. In 2003, Dr. Grissino-Mayer and a colleague said Stradivari’s secret had to do with the fact that he had lived during an extremely cold period, known as the little ice age, and that the trees around him were growing differently. How exactly that may have produced better instruments, however, remains unclear. Another popular theory — that Stradivari was using a varnish with magical sound properties — has not been substantiated by any chemical analyses.

In a radio address in 1966 the prominent German philosopher, Theodor Adorno, declared his dissatisfaction with the state of Holocaust consciousness. He claimed that ignorance of the barbarity of the Holocaust is “itself a symptom of the continuing potential for its recurrence as far as peoples’ conscious and unconscious is concerned.” (Adorno, Education After Auschwitz). It is for this reason that he envisioned education as the institution which would be most responsible for instilling values in the masses so that they have the agency to oppose barbarism.  Adorno spoke not only of education in childhood, but “then the general enlightenment that provides an intellectual, cultural, and social climate in which a recurrence would no longer be possible.” Almost 40 years later, the Holocaust education is still important, not only to combat another genocide but also to provide a consciousness of human rights necessary in a world where such standards are becoming commonplace. Holocaust education is in a state of constant evolution. As generations grow up and new ones are born, as distance from the Holocaust increases, it is necessary to reform the methods in which its history is taught. As survivors die and the third generation slowly drifts out of the Holocaust’s shadow, education must be buttressed with an understanding of the applicable lessons and principles that may derive from the Holocaust. For this education to have any meaning, those mechanisms that allowed the Holocaust to take place must be fully understood. History must empower pupils with the understanding of various choices they must make and their ultimate impact on society. 

Big Think Interview With Kwame Anthony Appiah

In 2012, David Strayer found himself in a research lab, on the outskirts of London, observing something he hadn’t thought possible: extraordinary multitasking. For his entire career, Strayer, a professor of psychology at the University of Utah, had been studying attention—how it works and how it doesn’t. Methods had come and gone, theories had replaced theories, but one constant remained: humans couldn’t multitask. Each time someone tried to focus on more than one thing at a time, performance suffered. Most recently, Strayer had been focussing on people who drive while on the phone. Over the course of a decade, he and his colleagues had demonstrated that drivers using cell phones—even hands-free devices—were at just as high a risk of accidents as intoxicated ones. Reaction time slowed, attention decreased to the point where they’d miss more than half the things they’d otherwise see—a billboard or a child by the road, it mattered not.

On the Brain

Throughout the United States, many Native American languages are struggling to survive. According to Unesco, more than 130 of these languages are currently at risk, with 74 languages considered “critically endangered.” These languages preserve priceless cultural heritage, and some hold unexpected value — nuances in these languages convey unparalleled knowledge of the natural world. Many of these at-risk languages are found in my home state of California. Now for some, only a few fluent speakers remain.

L.A.: O.K. So the question is, why do I say that theism is false, rather than just unproven? Because the question has been settled to my satisfaction. I say “there is no God” with the same confidence I say “there are no ghosts” or “there is no magic.” The main issue is supernaturalism — I deny that there are beings or phenomena outside the scope of natural law.

That’s not to say that I think everything is within the scope of human knowledge. Surely there are things not dreamt of in our philosophy, not to mention in our science – but that fact is not a reason to believe in supernatural beings. I think many arguments for the existence of a God depend on the insufficiencies of human cognition. I readily grant that we have cognitive limitations. But when we bump up against them, when we find we cannot explain something — like why the fundamental physical parameters happen to have the values that they have — the right conclusion to draw is that we just can’t explain the thing. That’s the proper place for agnosticism and humility. But getting back to your question: I’m puzzled why you are puzzled how rational people could disagree about the existence of God. Why not ask about disagreements among theists? Jews and Muslims disagree with Christians about the divinity of Jesus; Protestants disagree with Catholics about the virginity of Mary; Protestants disagree with Protestants about predestination, infant baptism and the inerrancy of the Bible. Hindus think there are many gods while Unitarians think there is at most one. Don’t all these disagreements demand explanation too? Must a Christian Scientist say that Episcopalians are just not thinking clearly? Are you going to ask a Catholic if she thinks there are no good reasons for believing in the angel Moroni?