On Teleology: II. Illustration

Featured Image Credit (edited) by Sweetaholic on Pixabay

Click here to read Part I. Efficiency

On Teleology: II. Illustration

An acorn is the ‘fruit’ of the oak tree – and go ahead with your own favourite fruit-bearer, but as for me, I once lived next to an oak tree.

Aristoteles” Portrait bust of Aristotle
Copy of the Imperial era (1st or 2nd century) of a lost bronze sculpture made by Lysippos
(Wikipedia: Eric Gaba, User: Sting)

Aristotle used the acorn to help illustrate his understanding of teleology. He was addressing general questions like…

  • ‘What is something really for?’
  • ‘What is something’s ultimate purpose?’
  • ‘What is the mark of its fulfillment or completion?’

In not so many words, he was asking, ‘What’s an acorn’s goal, its telos?’ as though an acorn has some objective. In response to his own query, Aristotle proposed the ultimate goal of an acorn, the completion of its purpose: to be an oak tree.

That seems like a reasonable proposal to me although whether someone else might interpret it as being either an inherent or an imbued purpose – if that’s even a distinction – is another question, as noted in Part I.

Image Credit by Burkard Meyendriesch on Pexels

Besides the acorn illustration, Aristotle also noted some other distinctions about teleology, one being sub-ordinate orders of telos, each in service of the next – for example, in warfare, as the telos of a weapon is killing the enemy, so the telos of warfare itself is victory. Aristotle asked further still, “What are the right conditions to bring telos to fruition?” …so, for the acorn to become an oak tree, how much sunlight, how much rain, what kind of soil, and so forth.

The concept of teleology may now be fairly clear, so what about that earlier question – is telos something inherent or imbued, intrinsic or intentional? And how do we even attempt to reach some answer?

Maybe Science can provide some scope there, too, some sense of history, with regard to whichever ‘right conditions’ might have set in motion the telos of the acorn… way back eons ago, when the Earth was molten lava or glacial ice, and something emerged from the primordial slime that finally and ultimately became the very first oak tree-née-acorn.

Or maybe Darwin can help explain teleology as some outcome of evolutionary processes, which even now might still be underway!

Sure maybe, but even if natural selection can help describe some broader historical development, what about more precise interior workings – for instance, how does an acorn sort of just ‘know’ that it’s destined to become a tree, I mean the way a caterpillar sort of just ‘knows’ it’s destined to become a butterfly… I mean if these things even ‘know’ anything to begin with?

Psst… you didn’t happen to ‘know’, did you?

Because if that acorn doesn’t ‘know’, then how exactly did its function or purpose arise – where has its telos come from? Is a ‘source’ for telos even the right question to be asking? Is there some kind of trigger or teleological catalyst? If so, where do we even begin to find it? Insofar as such questions pertain to Science, they also maybe don’t – maybe Science can provide no scope or sense for telos since what I’m asking is profoundly more non-corporeal than the guts of some acorn dissection.

Still, it’s fun to pretend, so maybe let’s imagine thinking like an acorn, with that foresight of ‘My Future as an Oak Tree’. We could also imagine looking back as the wise old oak tree, with that ancient insight afforded by hindsight: ‘Once upon a time…’ Maybe there’s even something to be gained from imagining both perspectives at once – either as the acorn’s ‘early on’ + later on’s ‘the tree’ or else vice-versa.

Here’s another example although quite different, with apologies in advance for shock value… earlier, I mentioned weapons and warfare, so how about a heat-seeking missile. The telos of a heat-seeking missile, we might say, is to shoot down an enemy plane. In order to function, that type of missile – by definition – relies on its target’s radiant heat. So there again is what I mean by imagining more than one perspective at a time – on one hand, the missile, on the other, the target’s heat.

CF-18 Image Credit by MarkjF31 – own work, CC BY 4.0 on Wikipedia https://commons.wikimedia.org/w/index.php?curid=180575948

But, as a missile is computerised, this is because people designed and programmed and manufactured it to be that way. That missile is a machine, a very complex contraption, given design and purpose by the people who needed heat-seeking missiles to be just so. Acorns and oak trees, however, along with caterpillars and butterflies… these are extant living creatures.

And the question remains: what intrinsic–slash–what intentional quality resides inside each one of these ‘either/or’ or ‘both at once’ pairings that drives their purpose to fulfillment?

Click here to read Part III. Purpose

On Teleology: I. Efficiency

Featured Image Credit (edited) by William of Ockham – from a manuscipt of Ockham’s Summa Logicae, MS Gonville and Caius College, Cambridge, 464/571, fol. 69r}, Public Domain via Wikimedia Commons

On Teleology: I. Efficiency

Teleology is the study of final causes or, put another way, the fulfillment of inherent purpose or, even more simply, completion. As a quality or trait, we can call this τέλος, or telos.

An analogy I use in Teacher Ed to illustrate telos is shipbuilding… what kind of ‘ship’ – or maybe better in plural, what kinds of ‘ships’ – have school teachers been aiming to build? One warrant for this shipbuilding comparison, my thinking goes, is our culture’s hankering obsession with efficiency, i.e. what ocean-going vessel ever gets built except to fill some function or purpose?

By analogy, what function or purpose do teachers envisage or intend for K-12 graduates – what kind(s) of people do we want K-12 graduates to become? How closely does this resemble the kind(s) of people the Curriculum has in mind? And then, maybe more importantly, what kind(s) of people do teachers actually end up ‘building’? Alternatively, from the student perspective, what kinds of influence have teachers brought to bear upon their telos? What kinds of people finally cross that stage for their diploma?

No analogy being perfect – sort of the point with analogies – we can then make broader comparisons and contrasts between students and ships and gain a bit of insight about the intentions around which we approach the ‘building’ of each one.

Looks to be Grade 11 or 12ish
Image Credit by Manne1953 on Pixabay

But if ships don’t float your boat, try framing telos in the natural world… by analogy, imagine bacteria, forever on the hunt to feed and survive, yet to what end? Do bacteria literally just feed because they already live and will procreate, or do they need to survive in order to fulfill some further function or purpose?

Image Credits by Ali Shah Lakhani (edited) on Unsplash and
geralt on Pixabay

Likewise, consider the cells in our bodies. Controlled as they are by genes, proteins, and nuclei, each has a specific function that elicits some somatic or physiological consequence. By analogy, we might even stretch the description as far as saying cells seem to operate with some kind of ‘intention’ although that’s not to invoke ‘awareness’ or ‘sentience’… none as far as we know, anyway, not like the awareness a shipbuilder has while building ships or the intent a teacher has while teaching students.

Hmm… could telos be more inherent or instinctive than intentional, some mere effect of causes, which fall like dominos? Possibly, but for now let’s defer that question on the basis, as noted above, that our culture prefers to ply the Road of Efficiency, towards which ‘a purpose for everything’ definitely fills the bill. Of course, it’s no secret who else plies Efficiency Road – plies it like a wide-load truck – and it’s no outlander who believes that Science embraces teleology.

Along that Road, ‘a purpose for everything’ might also convey ‘nothing wasted’… think Occam’s Razor and a cut-to-the-chase sentiment that we might dare to call “relentless” although maybe let’s amend this to something kinder and gentler, like “persistent” – still sharp, just not so cutting.

Image Credit by Classroom Clipart

Hang on, though… let’s also clarify exactly which Occam’s Razor we’re using here because, you know, there’s Occam’s Razor and there’s Ockham’s Razor


(i) Occam’s Razor

‘All things being equal,
the simplest explanation tends to be the correct explanation.’

and/or

“…permission to wrap up all epistemological loose ends
as ‘finished science’ in one fell swoop of fatal logic”

– posted on by The Ethical Skeptic

Occam’s Razor would keep matters simplistic by having us ignore or dismiss whichever details and data don’t suit some preferred belief or objective. In other words…

‘That which is easier to understand’

equals

‘That which is therefore more likely to be true’

equals

‘I’ll not be wasting my precious time with all that
thinking, testing, wondering crap’

equals

‘I don’t agree with you’
I don’t want to agree with you,
and, for that reason, you are wrong,
plus Occam’s Razor is Sciencey;
ipso facto, I am invincible’


(ii) Ockham’s Razor

“Pluralitas non est ponenda sine necessitate”

equals

Plurality should not be posited without necessity

William of Ockham would have us avoid leaping to conclusions or posing explanations beyond what can be justified by careful reasoning, yet with exceptions for what is self-evident, what is known to experience, and what might be “… proved by the authority of Sacred Scripture.” [William of Ockham, you understand, was a devout pre-Protestant friar and scholar who, thereby, viewed God as the sole ontological necessity.] In other words…

Proffer something because reason can warrant or justify its addition

equals

Don’t let your ego write cheques that Science can’t cash

And how come? Because something straightforward is and ought to remain distinct from something simple just as something complex is and ought to remain distinct from something complicated.

The razor imagery, meanwhile, is metaphor for scraping away the ink you spilled from writing (or thinking) unnecessarily.


OK, let’s recap: Telos thus far = Ships, Cells, Bacteria, Science, and two kinds of Razors… up next – you guessed it: Acorns!

Click here to read Part II. Illustration

The Other A.I.

Featured Image Credit: Pexels on Pixabay

The academic community – a community to which I have belonged for decades – trades in ideas, and thinking is our currency-in-trade.

Throughout my teaching career, as I’ve offered elsewhere, I’ve devoted my practice to helping people make thinking a habit:

Thinking is the value in our ideas, and since we’re accountable by means of personal responsibility to defend these, there’s our incentive for thinking to be informed by knowledge, practised with discipline, and weighed by healthy scepticism. Discussing and testing ideas is the purview of thinking, and as such, thinking’s an invaluable skill.

Along the way, as our thinking skills mature, we yet retain at our core something personalised and uniquely individual: let’s call this integrity, which literally derives from roots that combine to mean something “untouched,” i.e. something “pure.” As puzzle pieces integrate to form a whole picture, so we might imagine all the pieces that form 'ourselves'. Full integrity finds every piece contributing, no piece erroneous or superfluous although, unlike puzzle pieces, ours we are able to enhance and improve. Distinct from “integrity the buzzword,” integrity is the character and experience to cope, or else not cope, with real consequences. Integrity is how we spot adversity, and it fuels our will to leave comfort zones in order to measure how much we’ve grown.

As a coach since 1990 and a teacher since 1999, I’ve long felt my responsibility, on behalf of people, to help players and students find ways to grow and contribute in accordance with their own integrity.

Fuel for this growth includes the earnest effort we expend in the academic setting to develop and explore imaginative, inventive, even original ideas, and then to properly credit the earlier thinkers who provided our source material. Citation is a formal way to indicate where other thinkers’ ideas ended and our ideas began. But such ‘academic integrity’ goes beyond formal citation.

Academic work is an investment – rigour now for pay-off later. Investing in the development and expression of ideas now, out of what came before, not only works the thinker’s valuable skill, it also advances the growth and maturity of broader confidence and social esteem into the future. This is one reason, from my experience, for tying student success directly to engagement with others in a classroom… p.s. that’s hardly some revelation, but it remains important enough to justify reiteration.

When I teach, I need to hear from students too, particularly in person, although whatever the case, in their own words. Of course, I also appreciate the utility of a Zoom call. But in-person contact time between students and teachers is such a precious commodity that face-to-face teaching-and-learning – for me, anyway, not sure for you – is simply irreplaceable and will never be going away… not unless we so utterly lose our broader social integrity that we just stop being human.

That said, we do manage to prove, now and again, that the pieces comprising our integrity seem to contain at least a few impurities. For instance, you may be surprised to learn how, even before the Digital Age, we found ourselves facing opportunities and enticements not only to draw upon others’ ideas, words, images, and videos but also to risk presenting these irresponsibly as our own.

These days, as we have access to scads of text and media literally in the palm of our hands, legitimate schools are left to counter our worser nature by emphasising quaint abstractions like honesty, fairness, and respect. Such schools expect students and teachers to behave as honest and responsible members of an academic community by complying with policies, regulations, and prohibitions that uphold that academic integrity thing.

One common prohibition is plagiarism, which means submitting the oral or written ideas, words, images, or videos of another person as one’s own without giving that other person proper credit or acknowledgement. Plagiarism is intellectual theft though, more simply put, plagiarism is cheating, by which I mean falsifying anything that is subject to formal evaluation or peer review. And again in my experience, I’ve found plagiarism is far more common than most students ever realise. But whether it is or isn’t tantamount to stealing or cheating, plagiarism is a form of academic dishonesty that we absolutely must not tolerate, much less accept. Why?

Plagiarism is a serious academic obstacle that poses significant, permanent consequences, whether detected or not. Ideas that are not one’s own must be given credit at all times – perhaps this is the fundamental precept of academics – because, without respecting this credit, any pursuit or growth or refinement of existing knowledge is fruitless, and any working of the skill of thinking utterly ceases for having no available fuel… well, apart from ‘How can I steal and get away with it?’ or maybe ‘How can I justify being lazy?’ or how about ‘How can I excel at being an ‘Enter’ button presser?’ Presenting the same or substantially the same work more than once, in the longer-term, gains us nothing beyond the muddled growth of thinking about ‘how to cheat and prosper at the same time’.

How about the uncredited use of Generative Artificial Intelligence tools, as in ‘Gen A.I.’ – the other A.I.… is this also plagiarism? Honestly, how can it not be? In order to draw upon what’s available, Gen A.I. scours and indexes all available ideas, words, images, and videos, and these not just from some other person but from most everybody out there who’s accessibly published on-line.

Not a search engine in sight… no people either
Image Credit (edited): hyeok10_12 on Pexels

This being the case, then what of any work completed with Gen A.I. – correctly cited or not… what isn’t plagiarism? Good question, one that evidently poses an inconvenient truth yet to be addressed by the euphoric mania, beyond watery defenses like “pattern matching,” “fair use,” and “non-human agency”… bullshit excuses as evasive and lazy as the humans whose use of Gen A.I. warrants all concern for academic integrity in the first place.

“Always ask when you are unsure…”

Thus far, to students who ask me, I’ve found myself able to suggest that Gen A.I. – like Wikipedia before it – makes for a poor academic resource, which is to say, “An easy place to start is rarely a good place to finish.”

Upon saying this to students, I’ve occasionally faced a reminder that the analogue world of my past experience is something to smirk at. Don’t get me wrong, we did have electricity and computers back then, but I’ll grant it was also a time when TVs received broadcast signals, telephones had a dial tone, the Commodore Amiga was cutting-edge technology, and everyone wore Lacoste. More to the point, though… back then, when the encyclopædia on your shelf was all you had, it was also your motive to visit the library, or a magazine stand, or your friendly neighbourhood teacher, who’d also done those same things.

As for those students who smirk at me today, I gather that somebody they’ve never met must have laid my past to rest on their behalf, and therefore nothing – repeat, nothing – from that past had better even try holding threat upon their attention, especially not when it can’t be accessed via smart phone.

By the same turn, I hold what seems to me a reasonable expectation on behalf of these Students of the Digital Age, namely that they appreciate their responsibility to…

  1. understand how ‘academic integrity’ applies to each activity across a program of study
  2. clarify not merely what constitutes ‘academic misconduct’ but also why its consequences threaten our whole endeavour
    • p.s. while you’re at it, also take note whether your school has any kind of “Student Declaration of Responsibility” to which you may have assented upon registration – and then, whether you find one or not, respect it anyway

I should say, I never smirk when I expect all this because, at its core, academics is about broader growth and human progress. It’s about human lives and our livelihoods underway. It’s about how well we expect to be doing once we pass things on… things like ideas and how to think them through.

And hey, if you don’t feel like this endeavour requires work compelled by sincerity and integrity, then maybe it’s time to re-think your involvement. Or maybe just get out of the business altogether because it’s every scholar’s responsibility on everyone else’s behalf to respect the principles of academic integrity, foremost by applying those principles in your own practice.

Image Credit (edited): Bruno Silva on Pexels