Bare necessities

In an earlier letter I wrote about the steps of development, from body-centeredness to mental advancements to spirituality. Today, I’d like to elaborate on a similar yet slightly different model, inspired by Maslow’s pyramid of needs. He distinguishes three levels of human needs, manifested in 5 steps of particular interests. The “basic needs” are the most fundamental physiological needs (enough food and water, sufficient warmth and the chance to rest) and safety needs (being free from harm and danger). Then, there are psychological needs such as belongingness and love (having relationships, family, friends) and esteem needs (feeling productive and being merited for ones accomplishments). Finally, people have self-fulfilment or self-actualisation needs (having hobbies, being creative, expressing and satisfying one’s inner states).

maslowpyramid

This pyramid can be “read” in various ways. First, the suggested hierarchy may be understood as an order of development of both human civilisation as a whole and individual human beings in particular. Non-human animals and our closest evolutionary ancestors are driven by their physiological needs, and to a lesser extent by safety needs. When early humans as conscious and self-aware beings formed clans and rudimentary societies (in contrast to non-aware social animals like bees, ants or fish swarms), the emotional bonds among clan and family members made them realise love needs. When the survival and well-being of a society (or clan, or family) depends on the activity level and its success and efficiency of each individual, and when successful and efficient activity was merited, the psychological need of prestige and esteem supported the motivation to actively contribute to social life and to increasing life quality. When all this is taken care of and there is still time left, then there is room for self-actualisation in the form of creative and artful activities – the birth of human culture. On the individual level, the basic needs (food, sleep) are the first expressed ones, along with security and safety needs. When the newborn baby feels well-taken care of, it starts forming bonds with the caretakers and love-givers. When getting socially active, needs of confirmation and rewards are expressed, and from a certain age on, Kids feel the desire to express themselves according to their skills in a meaningful way.

A second reading is the relation between those needs and the granting of human rights. The more basic a need the more we are inclined to grant the satisfaction of that need as a “human right”. It is important to distinguish negative rights (the right of freedom from something) from positive rights (the right of freedom to something). From my understanding, Maslow’s pyramid implies that from top to bottom the “freedom from” rights increase in significance and importance. Everybody might agree that people should have the right of freedom from being blocked from access to food, warmth and sleep. But not everybody agrees that people have a right of being loved or a right of having a job or a right of committing to a passionate hobby (or, strictly speaking, in terms of negative rights: the right of freedom from being blocked from access to it). The positive rights, in contrast, increase from bottom to top: People are granted the right of freedom to choose their hobby, their favourite music, their religion or their job. Usually, people are also free to choose their friends and partner (not the parents and siblings, though). However, in case of the basic needs, they are usually not spoken of in connection with terms of freedom of choice. It appears plausible, however, to understand the physiological and safety needs as “more urgent” than, for example the need to have a hobby or a job. This hierarchy is also mirrored in international agreements on human rights protection and manifested in actual law-and-order systems. When imprisoning criminals, their right of freedom to choose their activities, their destinations or their social surrounding is taken from them (so to say), but even in a prison it must be ensured – according to common sense – that they have enough to eat, a place to sleep safely and that they are not tortured or humiliated. On a less “political” but more “familiar” level, we might make the example of parents that bar their 10-year-old daughter from having a tattoo with the argument that her safety (from harmful health effects of the carcinogenic ink) outweighs her freedom of self-actualisation (which, as she believes, having a tattoo is part of). Here, it is also obvious that from bottom to top the number of options to choose from are increasing immensely. On the basic level, we simply have to eat, sleep and stay away from unhealthy environmental conditions. It is also clear what safety and security imply. The ways to serve the need of friendship and love are much more manifold, not to speak of the choices for esteem and self-fulfilment needs.

Third, there is an ethical reading in the pyramid – even though I wonder if Maslow or others who exploit this illustration would think of it in this way. Ethics as the attempt to find solutions for conflicts and problems that occur in the inter-sphere between individual people, societies and cultures is concerned with strategies of argumentation that can convince parties of the rightness or wrongness of certain viewpoints, decisions and/or actions. People have different interests, desires and preferences. When these collide, a solution is needed as an orientation for what would be a proper way to proceed. Commonly, people agree that “my rights end where your rights start”, but that is often too simplistic and not helpful for many conflict cases. This pyramid may serve as an orientation for a hierarchy of rights. When two need-based rights collide, the one further down in the pyramid is to be prioritised over the one further up. When a politician’s interest in power (as a form of prestige) and votes leads him to making decisions that are undermining the social stability of his country (like Trump in USA), it is unethical. When I neglect my children’s need to spend quality time with their father because I am more interested in my job or my hobby, it is unethical. This reading is connected to the second reading on rights: Limiting someone’s options for self-fulfilment is less ethically problematic than limiting someone’s options for seeking safety. When I prohibit a certain hobby you have many alternatives to choose from. But when I mistreat you or don’t care for you, you can’t just choose another family. On the socio-political level, when a legislation prohibits smoking in public places (as in Germany) some people complain, but it is not a big problem. When a legislation prohibits homosexual relationships (as in Russia), thus limiting the satisfaction of relationship needs for a significant group of the population, it is ethically highly questionable. When a legislation is not putting sufficient energy into the social balance (as in Myanmar, not governing the conflict between Buddhists and Muslims), it is losing its justification. When a legislation is not even trying to feed its population (as in North Korea), this legislation is better put out of power (forcefully, if necessary) since this is clearly a violation of human rights.

Inspired by Maslow’s pyramid (that makes good sense to me), I thought about an additional or even supplementary pyramid of necessities for life quality. The pyramid of needs doesn’t say anything about the sources for the satisfaction of those needs. What must be given for a certain life quality? How can that be prioritised or hierarchised in order to come to insights that can serve as orientations for actions and decisions (such as the “human rights” approach based on the hierarchy of needs)? Here is the result of my reflections:

mehlichpyramid

The basic necessity that is needed for survival is environmental stability. Embedded into an ecosystem, human beings can’t survive without it. If the fine-tuned environmental balance is disrupted, the whole system will be affected, for example through changes in biodiversity, food chains, climate, chemical constitution of the atmosphere, etc. Environmental health is the basis for our food sources, for access to fresh water, for breathable air and the ecological niche of the human race. All anthropogenic activity (including system formation such as society, culture, economy, money, etc.) is dependent on it and, therefore, secondary to it. Second, human needs can only be satisfied when there is a certain level of social stability. In extreme cases (war, riots, anarchy, violence), this can affect the survival chances. In a more moderate sense, political stability provides autonomy and grants rights to the citizen that it is governing, thus enabling integrity. Here, integrity means inviolacy and the ability to act at all. However, it gradually (in the pyramid upwards) takes up the meaning of righteousness (ethical integrity) when the levels further down are taken care of. The third level that corresponds to Maslow’s belongingness and love needs is labelled ethical stability. With this, I mean an atmosphere of trust and co-operation among family members, neighbours, colleagues and peers (those in direct vicinity of one’s life). Only in that kind of surrounding can people start building close ties and rely on each other, increasing each others’ life quality by mutual support and collaboration. Only such a society is able to establish a system that offers livelihood options. This might be the most critical and debatable part of my pyramid. It implies that – as soon as a society reaches a certain level of integral peace and co-operation, people will feel the desire to act as parts of this society, bringing in their skills and abilities. They do that, as I believe, out of self-motivation and not because the social system forces them to. Moreover, it is not clear to everyone why economic needs play a role in this fourth level rather than on the first level (providing food, housing, clothes, etc.). The economic system we have, arisen from a functionally differentiated society (to use Niklas Luhmann’s term), dictates a lifestyle of shared competences in various types of jobs. Only in this kind of system depends the daily supply of food, housing, etc. on the financial income from one’s job (livelihood). This is man-made and not a universal law – it could be different. That’s why the basic needs (or here: the basic necessities) have, in principle, nothing to do with the economic system that we established. Having a job is only a necessity because we as a society chose to live like that. This fourth level in my pyramid is rather referring to livelihood options as a multitude of ways to unleash one’s productivity potentials because that is what we naturally fill our lives with when the lower three levels are secured. When survival is certain and the personal integrity secured, we start being concerned about our identity. We define ourselves through our social ties with family, friends and peers, but also – and maybe predominantly – through our social roles as competent experts in a particular field of skills or knowledge. Ultimately, when there is sufficient capacity and time for it, we form habits of thought or action that agglomerate to what we call culture. People use their creativity and intellect to engage with art, philosophy and spirituality. They choose hobbies (“spare time activities”) and fill leisure time with joyful and pleasurable endeavours. Some of those are part of the identity formation mechanisms, others are simply a “luxury” in the sense of “they are not really necessary for our life”. However, in any case, it is usually those aspects of life that give us the feeling that it is worth living for.

Same as for the needs pyramid, also the necessity pyramid can be understood as a development description, analogue to the one given above. More interesting – and the main reason why I think this way of putting it produces further insights – are the political and ethical dimensions in it. In both fields (politics and ethics) we asks “What shall we do?”. When taking this pyramid as a decision guideline, the answer is: “Start at the bottom, fix the problems, and work your way up!”. In reality, however, we observe trends that proceed in the opposite direction. Governments are eagerly promoting industrial aims for the sake of job creation and material wealth while resources and energy demands ruin the environment and the eco-system. The climate changes in an accelerated fashion under the influence of human activity, but important decision-makers and consumers seem not to care due to the conveniences they desire on the 5th level (self-fulfilment needs and cultural necessities). Religious and societal conflicts dominate the News (for example islamistic terrorism, racism or homophobia, unemployment rate) while the serious global problems arising from atmosphere warming, pollution and species extinction are marginalised and only peripherally brought to people’s awareness, at least not as an “urgent issue”, not to speak of one that is wholeheartedly worked on.

I suggest that crimes are punished on the basis of this pyramid. Environmental destruction and pollution (for example by corporations or shipping companies) as the worst possible crimes are punished with lifelong imprisonment. Terrorism, genocide and tyranny are punished accordingly. Corruption, brainwashing through media or educational curricula, all forms of fascism and discrimination might fall into that same category when they threaten the social stability. The next level are crimes that undermine the ethical integrity of the society: intriguing, fraud, betrayal, abuse, harassment, etc. Stealing money (no matter how much) or other commodities, however, is not a big deal since it is motivated by greed and avarice – character traits that mostly the criminal himself is suffering from, as such already punished. These people need help, not punishment. Crimes in the art/culture realm are hardly possible, then. Copyright violations (for example by downloading music and movies illegally) are a bagatelle compared to crimes that target the more fundamental necessities of human life.

There are two fields of human interest that I’d like to comment on in view of these pyramids: education and technology. Where in these pyramids is education? Some might say it is the guarantor of social stability, therefore it is something that should be granted as a right, and something that the international community should eagerly work on to provide to each and every human on this planet. Others argue that it is only useful to serve the need of esteem or the necessity of livelihood, respectively. It is for identity formation rather than for personal and social integrity. I agree with the former viewpoint: There can’t be integrity, neither personal nor ethical nor societal, without education (at least reading, writing and basic mathematics). A lot of social instability around the globe arises from the immaturity of wide parts of the population due to a lack of education. Educated people will be more free from the despotism of leaders (political, economic, ideological, etc.), and more willing to develop the social conditions to the better (whatever that means). They will be able to secure the satisfaction of basic needs and create capacities to satisfy also the psychological needs and identity-relevant necessities. Moreover, the right education will support environmental protection, sustainable livelihood and economy, and more responsible consumerism and lifestyle practices.

This brings me to reflections on technology. Basically, I (alongside many scholars in Philosophy of Technology) regard the creation and usage of technology as the result of needs and desires. People invent and apply artefacts in order to make their life easier. The oldest known tools (if understood as technology, as I do) helped their users to ensure a sufficient supply of food, clothes, housing and warmth. Still today, many branches of technology are serving purposes of survival, be it for food production, medical technology, housing, protection from natural forces, etc. Other items serve social purposes, for example transportation systems or mass media. Relationship needs are addressed in various forms of communication technology, but also indirectly in the form of making work processes less time-consuming, thus enabling more time with loved ones and for socialising. Technical artefacts enable many new forms of jobs and ways to be a productive member of a community, for example scientists and engineers. Moreover, technological solutions are strongly interwoven into cultural practices, arts, entertainment, and alike. However, at the same time, technology also has negative impact on all levels of human needs and necessities: technology-caused environmental destruction and pollution, social imbalances due to unjust distribution of access to technology-induced wealth, interpersonal and individual conflicts arising from misuse of technology, limitations of livelihood options due to replacement of human workforce by technological solutions, and personal numbness and blunting as a consequence of mindless consumption and application of “cold” technology. In technology assessment, negative and positive effects of technological progress, often referred to as “risks and benefits” are analysed and evaluated according to certain parameters. In the same fashion as I categorised the heaviness of crimes, I suggest to evaluate technology on the basis of my pyramid of necessities: In the first instance, technology must be “environmentally friendly”, that means its design, production, implementation and application must not interfere with the environmental integrity and balance. If it does, no matter how useful it is in serving needs of the upper levels, refrain from it! In the second instance, it should be ensured that it serves social stability by promoting justice and fairness through its general availability and non-discriminatory effects. Then we can start asking in which way it affects people’s life habits (interaction within families, among friends, with colleagues) and people’s options to choose doing anything meaningful in their life. Then – and only then – may we take into account all those intended purposes and anticipated effects that the technology in focus has on the amenities of human daily life. There is a lot of technology (in the widest sense) currently firmly implemented in our daily life that would fail this assessment: individual auto-mobility (cars and motorcycles), cosmetics, agricultural techniques (especially meat production), energy production from fossil fuels, just to name a few examples.

Gather Ye AVSIHAC

In the epilogue of his great book “The Love Bug and other Tales of Psychotherapy“, psychiatrist Dr. Dan Briddell explains his simple formula of a “good life”: ROSEBUD. It is the easy to remember acronym of seven “stepping stones” as elements of a guideline for how to live a good life:

R – Reality: Come to terms with, understand, and respect what is. Embrace reality from a position of emotional and intellectual strength.

O – Optimism: Develop and maintain a healthy optimism and humour in all aspects of life. There is an enormous power in the zone of positive thinking.

S – Service: Serve a greater good. Develop activities that extend your time, commitment, and service beyond self-interest.

E – Ethics: Develop an ethical approach to life. Endeavour to make the right choice – each and every time. Be receptive to corrective feedback.

B – Balance: Maintain balance in all things. Diversify your life’s portfolio and seek the appropriate balance with thoughtful attention to work, play, relationships, and emotional, intellectual, and spiritual growth.

U – Unconscious: Learn to appreciate, befriend, and grow more comfortable with the silent, inner aspects of your self. Dreams, memories, reflections, intuitions, imagination, and meditation are all keys to unlocking the dazzling power of the unconscious mental process.

D – Develop your gifts: Develop and maintain a high degree of self-respect through the assessment and refinement of your unique abilities, skills and gifts – especially the gift of love. Even modest acts of kindness and encouragement, each and every day, will strengthen your own feelings of love and contentment.

This acronym is aptly chosen, not only because it is easy to remember, but also because it evokes the association with Robert Herrick’s famous poem “Gather Ye Rosebuds While Ye May“, which the teacher John Keating in the “Dead Poets Society” uses to explain to the students what it means to “seize the day” (Carpe Diem), to live in each moment to the fullest, making the future rather than hoping for it.

rosebuds

However, as always, I am slightly critical with Briddell’s quite superficial explanations (though in the book in more detail than cited here by me). Maybe he didn’t want to overwhelm his readership with too much psychology and scholarly parlance. He wrote for the US-American market, and the anti-intellectual US-American society has to be addressed with easy-to-grasp, idiot-proof advices that are vague enough to press them into their dogmatic religiosity and shallow esoteric life-help-palaver. With the danger of producing a lot of palaver myself, I’d like to elaborate further what my thoughts are after reading Dr. Briddell’s stepping stones.

As obvious from previous blog entries, I am very careful with claims about reality. First of all, no ontological certainties about reality are possible without proper epistemological reflections. What we hold for real often turns out to be the product of our deluded mind. The problem is the certainty that we suppose when making reality claims. Much more important than a close look at what is, from my point of view, is a position of systematised doubt and unbiased skepticism. Seeing the reality is a good goal, but impossible for most of us. Instead, I’d like to name awareness as the important stepping stone. Awareness as in mindfulness. It also substitutes the “unconscious” part of Briddell’s “rosebud”. Draw as much unconscious insight into your awareness as possible. Buddhist practices like meditation and the constant endeavour to exit the matrix are helpful ways to explore the real reality and get rid of delusions.

Optimism concerning the future can easily drift towards irrational hope and unrealistic dream-chasing. I favour the term vision (as in being visionary) when it comes to future plans. Have visions of possible futures as outcomes of your current decisions. If possible, choose those options that enable more options or that are reversible. Remember that the seed for your future is planted now, in this moment. With healthy visions in your mind, you keep an overview of your options and can apply your wisdom to proceed on your way. But never get attached to your futures. Optimism is contained in this as the firm conviction that – as long as you always have a choice – your way (not necessarily the goal!) will be satisfying and joyful! No need to speak of humour! Think positively, but not for the sake of mind-deluding positivity!

Service as understood here is very close to selflessness, a term that I would prefer since it is broader. Meaning in life is often created or made apparent through selfless acts. It is connected to forming virtues by internalising and cultivating virtuous behaviour towards others (kindness, helpfulness, care, generosity, empathy). Make others happy and they will be the greatest source of happiness for you. But don’t put the burden of the entire world onto your shoulders. From my perspective, it is totally OK to set priorities and care more about those people who are closer to you in the social network of inter-relations (family, friends, neighbours, colleagues, sports club mates, etc.). It requires skills of emotional intelligence, particularly empathy, feeling and thinking from another person’s perspective, temporarily giving up the own stance. That might be hard for someone who is not used to do that.

Ethics is my professional field, but here I would like to replace it by integrity. Ethics, on the one hand, is too intellectual and academic for daily life. And we don’t need to study Kant or Aristotle to act with moral coherence. Morality, on the other hand, is running the risk of being applied by principle, not by rational reason. Think of religious morality following the church’s rule, for example. Be a good person! Eliminate hypocrisy, double standards, inconsistencies and logical fallacies from your values and worldview. Integrity in the sense that an outsider could predict your decision from the fact that you promote and follow clear values and virtues is much more important. Unshakable ethical integrity can be applied to all situations that will ever occur in your life. Knowing what is best to do is a precious benefit for your life and an important skill. The more reasoned your values the better. But nothing is wrong with learning, making experiences and adapting your value set when you have good reasons to do so.

I have no objections about the call for balance, but would name it harmony for a better understanding. It is in accordance with the Middle Way thinking of Eastern philosophies. It is not about slowing down your life or limiting your activities to some necessities. It is about the awareness of the consequences of a high amplitude of the oscillation of Yin and Yang around the Dao. There will be times in your life when the amplitude is high, usually around the early Twenties, as a student, and times where you wish to calm down the pace with which your pendulum is swinging. Harmonising your life means to go with the flow of these oscillations and let them arise and cease naturally. Extremes, however, are indeed better avoided. Better make sure you know when enough is enough, in all possible respects.

The last point, development, appears a bit shallow to me. Not that it is not important for progress in life, but from my perspective, Dr. Briddell didn’t come to the crucial point here. We all “develop” all the time according to the experiences we accumulate, that is unavoidable. The problem is that most people perceive their development as a process that proceeds without their influence. Most people believe either in destiny (“There is nothing I could do about my life, anyway! It is all decided for me!”) or fate (“I will get what I deserve, anyway!”). While the former is utterly dangerous and often connected to a strong faith in a divine entity (God), the latter leaves slightly more space for self-responsible action, at least when understood in the right way (for example as in “I am the Captain of my fate!”). Best would be, however, when we understand that we are entirely self-responsible for the outcome of our lives and approach it with creativity. Furthermore, development has a notion of growth and progress. I am convinced, however, that it must include the attempts to get rid of unhealthy traits, habits and mindsets, a de-development so to say. Then, the term cultivation is more aptly fitting here: Planting seeds for future change towards more healthy states (character traits, personality, life conditions) and less unwholesome elements. I think, this point is also strongly connected to my tree of knowledge picture: Cultivation refers to exploring the roots and opening up more and more efficient channels of meaning construction. The fruits to be harvested then will be love, happiness, harmony and high life quality!

Now the ROSEBUD acronym changed into AVSIHAC (Awareness, Vision, Selflessness, Integrity, Harmony, Awareness (again, for ‘unconscious’), Cultivation). This is less easy to remember and there is also no poem about it, and I am sorry for that. But if you really understood what this is all about, you also don’t need any acronym. You just live it!

Cosmethics

Many of the decisions we make in our daily lives are – in one way or another – affecting other people, sometimes those around us, sometimes the whole society or mankind, sometimes directly, sometimes indirectly. In this respect, many of our decisions have an ethical dimension, because what we judge to be good or right might be evaluated and viewed differently by others. The decision to skip brushing teeth before going to bed, or our choice of TV channel, appear to be non-ethical issues, but even for these cases we can construct examples in which they are, actually, morally relevant – for example, when I as your parent am responsible for your hygiene habits and should act as a positive idol not going to bed without brushing teeth, or when I stupify myself with dumb TV shows and become a burden for society. One very obviously ethical element of our daily lives is the consumption of industrial goods, because it clearly affects the environment, workers, the economy, the society at large, and also ourselves. However, it happens often that we are not aware of the ethical pitfalls connected to consuming a certain product or product category because the processes related to it are hidden. Not only since Kant do we know that ought implies can. We can claim morally sound choices only from those who know what implications consumption has. Therefore, I tell you here and now what’s wrong with cosmetics so that you can never claim you “didn’t know“!

You are a girl. No matter how hard I try to avoid it, you will be exposed to stereotyping and gender roles, even if we leave Taiwan and move to Germany. Your Mom doesn’t use make-up or perfumes and only a very small set of cosmetics, but when you go to Kindergarten, to school or simply watch (and smell) people in public, you will find that many women paint their faces and smell like botanical gardens. That is their choice, even though many of them will refer to social pressure, like in Japan, where women can lose their jobs if they appear at their workplace without make-up. Some believe that women with make-up look “prettier”, which is clearly a brainwashing indoctrination from mass media and glossy magazines. But is it really just a personal choice and as such non-ethical?

animal-testing.jpg

Testing cosmetics on rabbit skin.

I see two problems with cosmetics. The first is the common practice to test each and every new ingredient and composition of a new cosmetic product on the skin of a test animal. The large variety of crèmes, powders, lotions, etc. that you find in the shops is grounded on millions of laboratory animals that are sacrificed for the flawlessness of your skin and the promise of eternal beauty. The second, from my point of view much more dramatic problem is this: One of the main ingredients in almost all cosmetics is palm oil. This is harvested from palm plantations in tropical countries, making it one of their major export products. I have visited the jungle in Malaysia and was shocked to see that huge areas are gone and substituted by oil palms as far as the eye can see. The native eco-system is gone forever. In Indonesia, jungle is burned down illegally to make space for more oil palm plantations, causing horrible air pollution in a huge area and destroying the habitat of apes and other threatened animals that will go extinct. Millions of women in mostly rich countries far away from the palm oil producing countries have a demand that creates a market which influences the strategies and decisions of profit-oriented companies and their business practices. In this environment of greed and (among the local farmers) existential fears, the eco-system and its vulnerable elements (jungle, apes, atmosphere) have no lobby.

orangutan

Homeless Orang Utan

A common strategy in ethical reasoning for justification is the comparison of means and ends. Here, sacrificing laboratory animals and destroying the eco-system are means that serve the end of hygiene, skin care and appearing prettier. I will not go deeper into describing what is the problem with these means. The question is: are they justified by the ends? Hygiene is very closely linked to health. Modern hygiene standards are certainly the major reason for our high quality of life and long life expectancy. However, it is clear that the vast majority of cosmetics is not necessary for the establishment of good health (as, for example, the choice of a certain lifestyle with healthy food, sufficient movement, abstinence from drugs, etc. is). The main reasons for the decision to apply cosmetic products are convenience, ignorance and fear. Putting a crème on in order to deal with itchy skin is much easier than moving into a healthier environment (e.g. out of the polluted city into a cleaner green area) or changing the diet (eliminating all the unhealthy food). Ignorance is a broader case. It refers to a high susceptibility for cosmetics consumption due to the low level of knowledge about its implications, but also the unawareness for the social mechanisms that trigger the choice to buy and apply those products. This brings me to the aspect of fear: I believe, the main reason for women to use cosmetics (esp. make-up) is their attachment to superficial prettiness (not even beauty!), to the promise of eternal youth and their search for admiration and appreciation through outer appearance – formed, supported and sustained by role identifications, assumed expectations (by superficial men), mass media, and social environment (I read in a German article that “women want women to look pretty by wearing make-up. Most men don’t care or don’t like too much make-up.”). This makes it a perfect example for Buddha’s teaching of the “three mind poisons” (ignorance, attachment, resistance) as the source of suffering. Attachment to superficial characteristics (prettiness), resistance against the unavoidable (aging), ignorance of these decision factors and their implications. Moreover, it is even highly debatable whether this proclaimed beauty ideal (“bigger eyes” through eye make-up, whiter skin through powder, red lips with lipsticks, etc.) is justified by anything! The ethical problem with this form of suffering is that the price for this distorted mindset is the massive destruction of natural habitats, the extinction of species and a fatal disruption of the eco-system. it might sound harsh, but I want you to remember that whenever you smear anything with palm oil into your face just to wash it off again a few hours later, soothing your irritated skin with another crème containing… yeah… palm oil!

Ethics and Psychology of Technology

Today, I’d like to elaborate a bit on my professional field, science and technology assessment. There is no doubt that these two domains have a massive impact on our lives. Not only does scientific investigation generate empirical knowledge of physical features of the world and of its systems (for example society, environment, human psyche), and not only does technology development create technical artefacts and other products, the ubiquitous scientific and technological mission also influences the way people perceive the world and think of the lifeworld experiences they make. Scientific realism and physical reductionism, but also the vision that everything that one could imagine and desire is technically feasible and “engineerable” – including emotional, abstract or normative entities like love, happiness, politics, etc. – dominates our age. For many years (roughly up to the 1960s in Europe and USA, in Asia still ongoing), positivism was the driving paradigm of modernism: as long as we put sufficient efforts into something, we can achieve everything and will also always be able to correct negative effects into beneficial ones! Just let science and technology do! In terms of my tree of knowledge: Science and technology are not only branches in the tree, they also create new channels of meaning-construction through which other branches (like politics, economy, culture) are fed. Here are a few thoughts on that.

A first necessary clarification must be made on the relation between science and technology. The common belief is that science comes first and produces the necessary knowledge that – in the next step – is applied and exploited for the design and engineering of technical artefacts. This view is contested by empirical research on the history of S&T. The steam machine, for example, was developed by craftsmen (James Watt, Thomas Newcomen) who had no background in physics or other sciences. The practical problems and flaws of the steam machine that occurred in the years after its invention triggered a more systematic scientific study of thermodynamics and mechanics. In this respect, we can say, a technological challenge that engineers and craftsmen faced was taken up by scientist in order to help solving it. Technology leaps ahead science in most of the cases. Moreover, undoubtedly, man created artefacts long before the elaboration of a scientific methodology.

Then, there was the idea that technological progress is somehow inevitable and unstoppable. Early philosophers of technology formulated the paradigm of technological determinism according to which technological progress follows predestined courses and shapes society. Common examples (citing Karl Marx) are the windmill bringing about the feudal system and the steam mill inducing the transition to an industrial society. Around the 1960s, this paradigm shifted dramatically. Facilitated by the great system thinkers Niklas Luhmann, Jürgen Habermas, Thomas Kuhn and others, supported by pragmatists (e.g. James Dewey), phenomenologists (e.g. Edmund Husserl, Martin Heidegger) and the early constructivists (here, especially, Ludwik Fleck, Gregory Bateson, Peter Berger, Thomas Luckmann, Paul Watzlawick, and others), the new predominant model of social constructivism (in America often termed “constructionism”) draws a picture of society shaping technological progress according to its needs, demands and desires. This fits well with the tree of knowledge idea: In the time after the second world war, people’s fears and concerns (e.g. the threat from nuclear weapons) were no longer satisfyingly soothed by politics or religion, so they sought meaning in technology as major factor to improve the quality of life. Technological artefacts were produced as a response to social needs (for example by economic market thinking and profit prospects), not because “it was possible”. At the same time – in face of nuclear threat and increasing environmental destruction – technological development and its risks and uncertainties moved more and more into the focus of social sciences. Since the deterministic thinking (“There’s nothing we can do about it, anyway!”) was replaced by constructivist thinking (“We can intervene in the construction process!”), there was big optimism that technology governance can influence the risk-benefit balance in favour of the (intended) positive outcome. This was the time that the US government installed the “Office of Technology Assessment” and, a bit later, European countries established similar institutions.

The question at that time (around the 1960s, 70s) looking at the past was: “How could we do Science and Technology without social sciences?!”. 40 years later (which is now) the technology assessors ask themselves “How could we do Science, Technology and Society (STS) studies without Ethics?!”. It was around the 1990s and early 2000s, significantly triggered by the rise of biotechnology and nanotechnology, that many disciplines (the sciences themselves, sociology, politics, philosophy, but also the public) recognised the need for more profound reflection on ethical issues of S&T. The widespread, irrational, but in parts aggressive opposition of the public against genetic engineering surprised the enactors of this S&T field, and left them hamstrung. Great prospects (envisioned by the scientists, medical practitioners, politicians) were juxtaposed with great moral challenges and imagined threats for humankind. The same can be said for nanotechnology, a field in which the major concern arises from “unclear risks” (expecting risks without knowing what the particular risks can be, how strong they impact and who is exposed). The picture of “value-free science” and “neutral technology” had to be given up for good. The challenge of established and unquestioned normative frameworks – and also ways of meaning-construction – by technological progress led to normative uncertainty and gave rise to a call for ethical analysis, since the common tools and reasoning strategies proved inefficient in light of conflict potentials. This is aptly illustrated in a statement by Glenn McGee (in his essay Pragmatic epistemology and the activity of bioethics., in “Pragmatist ethics for a technological culture”, edited by Jozef Keulartz, Michiel Korthals, Maartje Schermer, and Tsjalling Swierstra, Springer, 2002, p.112):

[We] really are only able to, and need to, question our basic assumptions in the moment when we collide with an element of the complexity of our life, a tear in the routine of experience that requires us to rethink things in order that we might progress along our current (or any other alternate) course.

New forms of technology assessment attempted to include the public in decision-making on S&T development (participatory TA), or to accompany progress from the beginning with studies on ethical, legal and social implications (ELSI) (e.g. constructive TA). Commissions on particular S&T topics in the established parliamentary TA institutions involved more and more ethics experts (“ethicists”) besides the technical, political, economic and social experts. A problem of the early years of ethical evaluation of S&T was the “speculative” character of S&T ethics, and the expert-driven, very intellectual-academic “top down” approach the experts preferred (from ethical theory down to particular problems). Meanwhile, however, a whole set of useful and valuable methodologies and approaches for the ethical assessment of S&T has been developed (for example by experienced scholars in the field such as Armin Grunwald, Arie Rip, Ortwin Renn, Tsjalling Swierstra, Alfred Nordmann, and others). Again, constructivism and pragmatism had a major impact on the (self-)understanding of ethics in S&T domains: It is only worth the efforts when it comes to practicable, viable, plausible, down-to-earth solutions. The key for the success of it is interdisciplinarity: Scientists and practitioners engage in collaborative discourse with social scientists, ethicists, philosophers and political decision-makers, and sometimes with representatives of the “wider public” (often NGOs, or other affected interest groups). The difficulties that arise from the wide variety of expectations and viewpoints can again be illustrated by the tree of knowledge: All these stakeholders tend to use different channels for meaning-construction. In order to get closer to what Habermas and Apel called ideal discourse – one in which all participants can contribute arguments without any power hierarchies, one in which the best argument wins and not the most popular – it could be useful to reconstruct arguments according to this scheme: How did a discourse participant construct meaning? What is the root (fear? expertise? emotion? selfish greed?)? What is the argumentative channel (inconsiderate default setting? (religious) dogmatism? empirical reason? profit thinking?)?

This point brings me – after describing past and presence of S&T assessment – to a future vision: Maybe in 20 or 30 years from now, maybe sooner, maybe later, we will look back at this time and think “How could we assess ethical and social implications of science and technology without psychology?!”. Isn’t the understanding of how we construct meaning a field for psychological research rather than for ethics (or philosophy in general) or social sciences? As far as I can see it, the specific sub-discipline of social psychology is already implemented in STS, but I am thinking of something different. Let me explain with an example from the field of media ethics: It is commonly accepted that ethical issues in media have to be separated into a “producer ethics” (What is ethically acceptable concerning the production and dissemination of media content?) and a “consumer ethics” (What constitutes “ethically acceptable” consumption of media content and usage of media infrastructure?). So far, technology ethics, in this respect, focussed almost exclusively on “producer ethics”, taking “the public”, “the society” or “the citizen” as a grey black-boxed group. Even more, it seems to me that many technology assessors have a “responsible, interested, engaged citizen” in mind when reflecting on public participation in S&T policy. Is that tenable? Isn’t the majority of society members (with variances between different countries, of course) selfish, disinterested, lazy, uninformed, dumb people? Example: A citizen panel providing participation opportunity in decision-making on selecting radioactive waste disposal sites – a topic with presumably big conflict potential – for local citizen attracted 8 (eight!) people (and only with the incentive for getting paid for their participation) in an urban catchment of 200,000 inhabitants in England. Not to speak of the highly anti-intellectual, ill-informed, religiously biased and regressive public policy discourses observed in the USA, a country that is obviously full of fools (how else can it be explained that they elect Donald Trump to be their president?!)! The first “psychological” question is, therefore: What matters to the people and why? Are the experts’ estimations on what matters to the public always realistic and appropriate? However, a second psychological question appears much more important to me: What is the “consumer ethics” of technology? What makes people purchase, use or reject a certain technology (besides sociological answers to this question)? How do people construct meaning from the existence and availability of technological artefacts? Only with this question, for example, would it be possible to perform an assessment of smartphone technology. Imagine what this question would in return mean for the responsibility of technology producers: If it turns out that a technology supports undesirable psychological traits (addiction, emotional coldness, increasing social isolation, aggression, etc.), would it be advisable to refrain from the production and dissemination (which could be driven by profit expectation, knowing that people will buy it)? How paternalistic may S&T development be? Here might be a specific entry point for “Buddhist technology ethics”: Does the development support “suffering” in the sense that it feeds the mind poisons (esp. attachment, or greed), or should it be channelled in a way that it facilitates liberation from it? We will see. Currently, the psychological aspects of social construction of technology are dealt with in the same way that ethical issues have been treated for long: somehow in the background, without granting it the level of expertise that it deserves. It was believed that everybody can do ethics. In the face of intractable conflicts it turned out to be crucial, anyhow, to include professional ethical expertise. Currently, it is the psychological aspects that are given only a marginal importance. “Everybody can do psychology!” – Really? Maybe soon in the future we will include social, environmental and “cognitive” psychologists in our S&T assessments. I would welcome that!

tadisciplines

The inclusion of psychology might also help “grounding” and clarifying many philosophical and ethical positions on S&T issues. Take, for example, this statement by Jean-Pierre Dupuy in the “Companion to the Philosophy of Technology” (edited by Jan Kyrre Berg Olsen, Stig Andur Pedersen and Vincent F. Hendricks, Routledge, 2009, chapter 38, p.216):

Indeed, the metaphysics of the NBIC convergence dreams of overcoming once and for all every given that is a part of the human condition, especially the finiteness of a human life – its mortality and its beginning in birth.

These are great words, but is that really true? Probably we can assume that existential fears are the predominant drivers of most human activity, but it sounds a bit far-fetched to claim that the underlying motivation (“dream”) of Nano-Bio-Info-Cogno enactors is – in a conscious fashion – to overcome mortality. All the dedicated “transhumanists” are people outside the S&T development domain who just conclude from recent S&T trends that transhumanism is a goal worth achieving. However, deeper insights into these driving forces of S&T progress might be delivered rather by psychological disciplines than by sociology or philosophy.

Here are some books that serve as great “further reading” on this topic. At least, they recently inspired me to write this letter.

Research Portfolio

I am a researcher at University, currently as “Postdoctoral Research Fellow” at National Chung Hsing University in Taichung, Taiwan. I am working on a project entitled “Ethical and Social Implications of the National Nanotechnology Initiative in Taiwan”. Many people are not very familiar with this kind of research. Therefore, I’d like to explain a little more about it.

My research interests are situated between the cornerstones (blue boxes) “Science and Technology”, “Philosophy” and “Society”.

portfolio

I understand “Science and Technology” (S&T) as a social, academic and political endeavour that aims at facilitating and supporting the development of artifacts and infrastructures that have the potential to enrich and increase the quality of life. This ranges from “basic research”, applied sciences and engineering to product development and industrial production, covering all enactors and drivers of technological progress. “Philosophy“, from my point of view, is the attempt to reflect on metaphysical, epistemological and ontological questions on the one hand, and to elaborate principles and reasoning strategies for what is “good” and “right” on the other hand. I understand Philosophy as a down-to-earth and highly practical approach rather than a purely intellectual and academic discipline. The “Society” is both target group and study object of my research: the evaluation of the impact of S&T on the society and the societal background of scientific and technological activity on the one hand, and the exploitation of these findings for a socially healthy and sound progress. While “Science” and “Philosophy” can be understood as academic fields, “society” is a term that describes an entity of our lifeworld. On purpose I chose not to call it “Sociology” since I have no educational background in this field, whereas I can call myself “Scientist” (PhD in Chemistry/Nanosciences) and “Ethicist” (Master in Applied Ethics).

How are these three fields connected (green boxes)? Accompanying technological progress (including “science” as its foundation) with research on societal and environmental implications is a matter of “Technology Assessment” (TA). Historically, it developed from a rather technological or economic tool (e.g. analysing the components of a technological artefact concerning their probability to malfunction and risking a loss of the object or harm for someone or something) into a political and sociological tool that aims at taking the “larger picture” of technological development into account. It was highly promoted and extended by the academic field of “Science, Technology and Society” (STS), a sociological discipline. An important precondition is the acceptance of social constructivism as predominant driver of development, instead of technological determinism. The social constructivist approach allows to intervene any development process and guide it into the “right” direction. If progress was deterministic it would be a meaningless endeavour.

In the “Encyclopedia of Applied Ethics” we find this definition:

Technology Assessment (TA) is a scientific interactive and communicative process that aims to contribute to the formation of public and political opinion on societal aspects of science and technology.

Let me explain it a little more detailed. The “object” that TA is working on is “science and technology”. This includes all parts of the development chain, from design and planning via research, fabrication, product development, marketing and sales to consumption, application, and finally disposal and/or recycling. TA understands itself as “accompanying research on societal aspects” of S&T, which include ethical and also legal aspects (all summarized as “ELSI”). Furthermore, it is important to point out that it is an academic discipline that is devoted to scientific methodologies and procedures. Institutional TA can be found at universities or in independent research facilities as well as in the form of “offices” that perform professional TA for governments (e.g. the Office for Technology Assessment at the German Bundestag, Büro für Technikfolgenbewertung beim Deutschen Bundestag) or corporations as a kind of science consulting. Bringing together expertise from various fields such as science, industry, politics, social sciences, Philosophy and jurisprudence, its nature is highly interdisciplinary. It is often highlighted that TA is “communicative” because the generation of orientational knowledge  necessarily needs exchange of information among experts, a solution-oriented debate and the communication of conclusions, strategies and/or recommendations to the relevant stakeholders, decision-makers and – in some cases – the general public. The public is both a stakeholder and a target group: Representatives of public interest groups participate in TA processes and debates (e.g. patient groups in medical topics or environmental activists in projects with potential environmental impact); and at the same time the whole effort is undertaken in order to facilitate a socially sound and healthy development. The ultimate goal is the contribution to a sustainable development of society and its environment by creating a knowledge and insight base for efficient governance and policy-making. One extreme viewpoint would be that TA blocks innovation by influencing the decision-making with doubtful concerns and conservative fear-mongering. The other extreme would then be to take TA as an acceptance creator: Convincing the public and politicians that a new technology (e.g. Genetics or Nanotechnology) has great potential benefits, and creating a positive image of this technology in order to unleash its full potential. Certainly, TA is neither of this. From a more balanced point of view, TA aims at serving as an “early warning” against possible side-effects and risks of S&T development on the one hand, and at recognizing potentials and benefits of new technologies and exploring strategies to optimally harvest chances on the other hand.

The role of Philosophy in this approach is mostly manifested as “Ethics“. It means the “study of what is good and/or right” and has a tradition that dates back to the Ancient Greek Philosophers in Europe and Confucius, Laozi and Buddha (as the most prominent representatives) in Asia (6th century BC). It is useful to distinguish descriptive ethics (the study of what certain people or societies believed in certain times, their value systems and worldviews), prescriptive ethics (the “core” of Ethics, elaborating the normative rules we call “morals”) and “meta ethics” (the “ethics of ethics”, reflections on purpose and performance of Ethics). In recent years a new boom of ethics could be observed under the umbrella term “Applied Ethics” (or sometimes “Practical Ethics”). Most prominent examples in this field are bioethics, medical ethics, research ethics, business ethics, profession ethics, media ethics and political ethics.The abovementioned aspects of modern TA approaches such as identifying risks and other problematic concerns, defining what are “benefits” and for whom, classifying and weighing arguments and values, and foreseeing in which way certain decisions might conflict with particular moral values, require a reasonable and strong normative framework within which debates can be held or decisions can be made.  In this respect ethics is a fundamental and crucial element of modern TA concepts such as participatory TA, constructive TA or Parliamentary TA. The role of Ethics in a TA debate is primarily the moderation of the interdisciplinary debate and the identification of argumentation lines, fallacies, contradictions (and similarities), logic or formal mistakes, etc. Different stakeholders speak “different languages” that are coloured and shaped by their respective discipline and professional environment (e.g. when a scientist speaks of “freedom” he might mean something different than the lawyer speaking of “freedom”). An ethicist sorts and interprets the arguments according to the established ethical principles (e.g. deontology, consequentialism, contractarianism, virtue ethics, etc.). Ideally, after a debate in which all viewpoints could be exchanged and discussed, a conclusion can be derived on the basis of a set of values that the group agreed upon. TA doesn’t provide stakeholders and decision-makers with recommendations like “Do A to achieve B.”, but with arguments of the form “If you consider doing A, take into account that B might occur which affects a value C in a certain way.”. The value C can be characterized by one or more of these ethical dimensions, for example principles of justice, responsibility, autonomy, freedom, equality, security, health, etc., the action A is one of the elements in the development chain from scientific research via product development and marketing, regulation and policy-making up to application and consumption. The possible effect B that might occur is either a risk or, when supposed to be “positive”, a benefit. Again, the input from normative sciences (Ethics) is necessary for identifying those risks and benefits by compiling the values that determine if an effect is rather a risk or a benefit.

With the narrower but still wide frame of these areas of S&T research we can go further into detail. I regard my research as a contribution to S&T-related governance and policy-making, providing “orientational knowledge” that helps decision-makers to reflect the important matters of the decisions they are responsible for on a solid knowledge base. A term that is often stressed in this case is “sustainability“. I promote a holistic idea of sustainability that includes not only economic and societal stability and wealth, but also environmental health and global balance. Modern S&T activities have, in many ways, a global character. Not only are the enactors of scientific and technological progress internationally connected in networks and collaborations, but many of the wanted and unwanted effects of technology impact the entire globe rather than a locally confined area of it. This also gives TA and the reflection on ethical, legal and social implications (ELSI) a highly intercultural character. Different cultures with different legal systems and different worldviews and value systems might come to different evaluations of risks and benefits, set different priorities in ethical conflicts, or require different measures when defining the implications of “sustainability”.

Here – and this is the central theme of my research interest (red circle) – the interculturality aspect takes a significant turn: I believe that there is no (one) “global” solution for the conflicts and problems that go along with the development of S&T under the paradigm of uncertainty and post-positivism. Instead, it is important to look into the social and cultural specificities of the particular cultural realm. Embedding political decision-making on S&T-related issues, fed by TA and related knowledge sources, into the context of worldviews, mentalities and the “social reality” of a particular “society” (e.g. a nation, or a union of nations like the EU) can contribute positively to the goal of sustainability. The principles and ideas that are exploited for the ethical evaluation of human attitude, behaviour and activity (we can also say: the metaphysical foundations of morality) vary from culture to culture with the “Western” (European, North American) one as the predominant and the “Asian” as the second most prominent. Currently, the “non-western world” is confronted with both the effects of (characteristically western) S&T progress and their (also predominantly western) political and legal frameworks. However, the values and worldviews that underlie governance principles as well as laws and regulations – in some but not all cases – collide with different value settings in those non-western countries. Culturally specific ethical and societal foundations and their application in S&T policy surely facilitate a more sustainable development than the inconsiderate copy of methodologies, principles, guidelines, etc. of another culture.

I’d like to specify my research interests further by outlining my particular competences and expertise (purple boxes). The scientific field that I am most familiar with is Nanosciences and Nanotechnologies since I did (lab) research in that field (nanostructured surface patterning by soft lithography). I also feel familiar with closely related fields such as biotechnology, genetic engineering, and energy-related matters. In the field of “Applied Ethics” I focus on science ethics and more society-focused technology ethics, but also medical ethics and bioethics if required. My contribution to TA comes from the side of accompanying ELSI studies rather than the “technical” sociological methodology. The cultural realm that I know most of and that I currently focus on is East and South-East Asia, in particular Taiwan, China, Korea, Japan (“Confucian societies”) and those influenced by Buddhism. Therefore, I acquired knowledge in Buddhist Ethics, its foundations and applications. As pointed out before, I put a focus on the specificities of particular cultures in a global comparison of cultural realms. This is an endeavour of “comparative philosophy” that analyses schools of thought and sets them into perspective to others, by this enabling the international and intercultural communication of knowledge, insights and ideas.