Preface
"Listen to what is wise and try to understand it. Yes, beg for knowledge; plead for insight. Look for it as hard as you would for silver or some hidden
treasure."
The Bible;
here identifying the really-valuable things you should search for (Good News Bible, Proverbs 2:2-4).
WHY READ THIS BOOK?
First, read this book for enjoyment -- the enjoyment that comes from intellectual stimulation. Second, read this book for understanding (more so
than knowledge) -- a much-improved understanding of reality.
WHAT IS THIS BOOK ABOUT?
In this book, reason is used as a vehicle for an exciting intellectual adventure. At the outset, fourteen commonly held beliefs are identified. The
fourteen selections are not beliefs about trivial facts but beliefs with far-ranging consequences. Yet all the beliefs are false. The identified beliefs
cover a wide spectrum of subjects: law, science, religion, economics and philosophy. Some examples are international trade, gravity, and individual
rights. We will discuss whether some physics, math or philosophy subject you study in school might be too hard to understand. We will discuss
why objects cannot move faster than the speed of light. The book explains why the selected beliefs are false with both concise summaries and
chapter-length discussions. We will not ridicule or condemn false beliefs, but rather conduct an invigorating search for a true understanding.
Indeed, the goal is to enhance understanding more so than knowledge. And the adventure is in following each chapter's discussion to its
conclusion.
The selection of subjects is diverse, but the discussions -- with a few deliberate exceptions -- are focused. The beliefs are identified and defined,
despite being common, because, with the partial exception of those regarding science, it is unlikely that the reader has ever read a book, or had a
teacher, explicitly state them, let alone give the reason why the belief is true. The selections about science are limited to physics. The selections
about religion are not directly about religion. There is no intention to alter the reader's religious beliefs. Rather, one selection refutes a common
conception that secular thinking is in conflict with certain Judeo-Christian beliefs; another selection refutes the common conception that secular
thinking is in harmony with certain other Judeo-Christian beliefs. The selections about philosophy are within a limited scope of that broad subject.
Will Durant defines philosophy as consisting of: logic, esthetics, ethics, politics and metaphysics, with epistemology included within metaphysics
(Durant 3). The fourteen selections in this text do not directly include logic, esthetics or ethics as the main subjects selected. The arguments, of
course, employ logic, though it is not one of the main subjects. We will, however, briefly discuss ethics within the context of the main discussions,
as with the selection on "Racketeering."
WHO IS THIS BOOK FOR?
This book is for those people who are curious about this universe we live in, who are intellectually honest, and who are aware of the importance of
-- and the pleasure derived from -- understanding basic truths. Virtually all readers who relate well to that description will readily follow and
appreciate the arguments and discussions. Knowledge of mathematics, though useful, is unnecessary. The chapters describing physical
phenomena are supported with illustrations as an aid to conceptualization. The book is intended for a worldwide audience. This book is for those
who want to feed their intellect spicy rich fare, whether they patiently acquire knowledge or have a limited time budget, whether they seek a wide
breadth of knowledge or want knowledge about just a few subjects of special interest.
WHAT IS THE UNIFYING THEME?
If you crave a wide breadth of knowledge, or if you are willing to sample diverse subjects (to see how you like the taste), then this book will be
especially valuable to you. The model for the intended reader is someone like Thomas Jefferson, not so much because of his (eventual) knowledge
and wisdom, or because of his achievements, but because of his (initial) desire to understand a wide breadth of subjects -- and because of the
intellectual excitement he derived from the search for, and the acquisition of, this understanding. Similarly, you will be presented with a wide breadth
of subjects, and are encouraged to join in a Jeffersonian type of intellectual adventure.
What good is well-directed reason? It is useful to ensure aircraft do not fall out of the sky, it is useful to ensure that skyscrapers do not collapse,
and it is useful to answer a child's questions about rainbows. And further, when used to discover a new truth, it is useful (though seldom the explicit
aim) for generating intellectual pleasure.
A purpose for this book is to show the reader that the same well directed reasoning process can and should be used to design aircraft, design
skyscrapers, design a government's constitution, and answer an adult's question about matter. The valid span of reason's efficacy is much greater
than generally perceived. Indeed, this book applies reason to subjects that are widely perceived as opinion. And the knowledge that you, the reader,
can learn to use such well-directed reason in all these -- and many other -- subjects, should itself induce intellectual pleasure.
WHAT KIND OF READING EXPERIENCE IS EXPECTED?
The human intellect has needs, and one of its more-important needs is a certain kind of stimulation.
This book is the vehicle for an armchair adventure, but rather than describing an adventurous exploration to a strange distant land it describes
important subjects in new ways. It would not be stimulating if the subjects were unimportant. But, though the subjects are important, there is
(generally) no immediate need to reach a conclusion or act on the information. Therefore, the reader can remain relaxed in his armchair while he
experiences the rich land of provocative reasoning.
HOW IS THE BOOK ORGANIZED?
Chapter 1 contains the introductory discussions, and identifies and defines the fourteen common misconceptions that are the focus of this book.
Chapter 1 introductory discussions include a description of the organization, content and methodology of the fourteen primary arguments in this
book. It also discusses the use of reason to validate or reject arguments, and then debunks the commonly heard claims that we should not trust
our own reasoning powers. The subsequent fourteen essay chapters, Chapter 2 to Chapter 15, contain detailed discussions for each of the
selected subjects. Chapter 16 contains a complementary discussion in question and answer format; in a way, this is a summary. Chapter 17
contains both generic and concluding discussions. The last chapter, Chapter 18, contains the fourteen summary sets of: statement, truth and
justification. Chapter 18 is organized and intended for quick-reference use. Appendix 1 contains a mathematical derivation that supports
statements made regarding certain physical phenomena. Appendix 2 contains selected extracts from the USA Constitution. Appendix 3 contains
selected definitions; in a way, this is a summary also. Appendix 4 contains a table that shows what commands the Bible does not endorse or
authorize the government to enforce. An annotated bibliography provides a list of the works cited, references and suggested supplementary reading.
A SUGGESTION FOR THE READER
After reading Chapter 1, carefully peruse the fourteen statements that define the fourteen common misconceptions. Ponder these fourteen
statements. Then, after suitable reflection, answer these three questions:
1) does society really take the truth of these statements for granted,
2) what is the reader's immediate perception of these statements, and
3) what is the reader's opinion of their validity?
If it is a pleasant day, and you are near an appropriate location, such reflection should be done by laying on the grass and staring up at the clouds,
turning the questions over in the mind. Wherever it is done, you are encouraged to spend a moderate amount of time reflecting on these issues,
before going on to read the rest of the text. Do not peek at the Chapter 18 summary. This preliminary contemplation will serve a useful purpose.
Later, your initial assessments should be compared to the assessments presented in the text. With the right attitude, this process will improve both
your understanding of these subjects and your ability to discern the truth on other issues that you will doubtless encounter throughout life.
A useful way to search for and acquire truth is to pose and then seek answers to key questions. Certainly, in science, it is common for discoveries
to be made shortly after the appropriate question is posed. Determining the appropriate questions to ask, however, is an open-ended process that
may, therefore, be frustrating and time-consuming. How do you measure your progress when searching for appropriate questions? There is no
easy answer to that rhetorical question. Progress in answering questions is much easier to estimate. The reader is about to have fourteen
important statements presented, and the question is asked: are these true? The first key step has been taken. The next step, answering them,
need not be over time-consuming.
When attempting to reflect on the truth of the statements presented in Chapter 1, there may be difficulty in just understanding the statement. This
may be difficult because certain thought patterns have become so ingrained that the statement -- as a claim to truth -- becomes invisible.
Remember, statements are not necessarily true just because you have heard them numerous times.
An example of such a difficult-to-relate-to statement may be the fifth statement that says there "are such things as electricity and magnetism." You
learned about electricity (and a little about magnetism) in school, and probably your place of business also. You doubtless use electricity at home
for lighting, radios, televisions, toasters and numerous other devices. Even cars and trucks use electricity. Surely, no one can question the
existence of electricity? Well, the functional utility of these devices will not be questioned, but it is indeed the intent to question the existence of
electricity. And the arguments will not be a subtle metaphysical play on definitions; they will address reality. Furthermore, the arguments will
depend on little more background knowledge than most of us have been taught in school. That is, no or little new background information is
needed to follow the arguments, just the willingness to look at the information you already have in a new way.
CHANGING THE READER'S MIND
The original draft of this book had the title "Common Misconceptions." The present title was the result of a suggestion made at the Maryland
Writers Association annual conference in April 2000. The revised title says that some of the reader's misconceptions about reality will be shattered.
This title therefore suggests minds will be changed suddenly. Is that realistic? The expectation is that the discussions will lead to contemplation.
Such contemplation will result in the new concepts suddenly "clicking." But the suddenness of the change, and the delay until the change occurs,
are two different issues.
Here, we introduce the concept of the "intellectual time constant." The term "time constant" is an electrical engineering term, with a very specific
definition: it describes the time it takes a linear electrical circuit to respond to a change in input. The human intellect also has a time constant. For
information that conflicts with preconceived opinions, and somewhat for information that is unexpected, the time constant is about one year. It takes
unusual circumstances for this time constant to be shortened -- circumstances such as your immediate survival depending on changing your way of
doing things. Generally, the public -- especially a public subjected to a long period of continuous propaganda -- will, when finally presented with
alternate information, not be able to shake the previous beliefs in a few days, or even a few weeks. However, after a year they will come to accept a
new outlook, provided the new information is suitably reinforced.
This principle -- of an intellectual time constant -- can be, and has been, used quite effectively by certain organizations. An example would be the
United States Internal Revenue Service prosecuting what the IRS calls "tax protesters." The defendant may make perfectly logical arguments, but
the IRS will prevail by telling the jury "If the income tax were illegal, it would be in the newspaper headlines." That approach is effective because the
jury will not be able to assimilate the defendant's arguments in the time provided, no matter how conscientiously they attempt to be logical. They will
not, because the arguments are unexpected and unconventional.
Similarly, this text is presenting new concepts. The initial acceptance should be inversely related to self-perceived expertise. If the concept of
"intellectual time constant" is correct, then, for example, an electrical engineer may quite readily accept the arguments for misconceptions about law
and government but reject the new concept of electricity. Likewise, a lawyer may immediately perceive the beauty of the new concept for electricity
but reject such revisionist thinking about government out-of-hand. One might think that a text like this would challenge such attitudes by extolling the
virtues of adaptability and openness to new ideas and new concepts. However, the issue is actually more complex. The "intellectual time constant"
is actually a great benefit -- yes benefit -- to society. It provides stability. It is indeed not wise to exchange old established ways of thinking for new
concepts just because there are no immediately obvious rebuttals. The engineer and lawyer would generally do well to apply the principles they
have been taught to a wide variety of circumstances. That is the purpose for learning principles.
And yet ... and yet all who consider themselves intellectually curious should set aside some time to reexamine and to reassess their beliefs. This
book serves as a good vehicle for the reader to do just that. However, the reader will still have to confront the realities of the "intellectual time
constant." So, try this: read the book -- or at least Chapter 18 -- again, about one year after first reading the book. If the reader has occasionally
reflected on these concepts throughout that year, and if the concepts do indeed represent reality, then much of what might have originally been
rejected will become acceptable and perhaps even imperative. The moral is: time is on the side of truth -- provided truth has an adequate hearing.
END
"Listen to what is wise and try to understand it. Yes, beg for knowledge; plead for insight. Look for it as hard as you would for silver or some hidden
treasure."
The Bible;
here identifying the really-valuable things you should search for (Good News Bible, Proverbs 2:2-4).
WHY READ THIS BOOK?
First, read this book for enjoyment -- the enjoyment that comes from intellectual stimulation. Second, read this book for understanding (more so
than knowledge) -- a much-improved understanding of reality.
WHAT IS THIS BOOK ABOUT?
In this book, reason is used as a vehicle for an exciting intellectual adventure. At the outset, fourteen commonly held beliefs are identified. The
fourteen selections are not beliefs about trivial facts but beliefs with far-ranging consequences. Yet all the beliefs are false. The identified beliefs
cover a wide spectrum of subjects: law, science, religion, economics and philosophy. Some examples are international trade, gravity, and individual
rights. We will discuss whether some physics, math or philosophy subject you study in school might be too hard to understand. We will discuss
why objects cannot move faster than the speed of light. The book explains why the selected beliefs are false with both concise summaries and
chapter-length discussions. We will not ridicule or condemn false beliefs, but rather conduct an invigorating search for a true understanding.
Indeed, the goal is to enhance understanding more so than knowledge. And the adventure is in following each chapter's discussion to its
conclusion.
The selection of subjects is diverse, but the discussions -- with a few deliberate exceptions -- are focused. The beliefs are identified and defined,
despite being common, because, with the partial exception of those regarding science, it is unlikely that the reader has ever read a book, or had a
teacher, explicitly state them, let alone give the reason why the belief is true. The selections about science are limited to physics. The selections
about religion are not directly about religion. There is no intention to alter the reader's religious beliefs. Rather, one selection refutes a common
conception that secular thinking is in conflict with certain Judeo-Christian beliefs; another selection refutes the common conception that secular
thinking is in harmony with certain other Judeo-Christian beliefs. The selections about philosophy are within a limited scope of that broad subject.
Will Durant defines philosophy as consisting of: logic, esthetics, ethics, politics and metaphysics, with epistemology included within metaphysics
(Durant 3). The fourteen selections in this text do not directly include logic, esthetics or ethics as the main subjects selected. The arguments, of
course, employ logic, though it is not one of the main subjects. We will, however, briefly discuss ethics within the context of the main discussions,
as with the selection on "Racketeering."
WHO IS THIS BOOK FOR?
This book is for those people who are curious about this universe we live in, who are intellectually honest, and who are aware of the importance of
-- and the pleasure derived from -- understanding basic truths. Virtually all readers who relate well to that description will readily follow and
appreciate the arguments and discussions. Knowledge of mathematics, though useful, is unnecessary. The chapters describing physical
phenomena are supported with illustrations as an aid to conceptualization. The book is intended for a worldwide audience. This book is for those
who want to feed their intellect spicy rich fare, whether they patiently acquire knowledge or have a limited time budget, whether they seek a wide
breadth of knowledge or want knowledge about just a few subjects of special interest.
WHAT IS THE UNIFYING THEME?
If you crave a wide breadth of knowledge, or if you are willing to sample diverse subjects (to see how you like the taste), then this book will be
especially valuable to you. The model for the intended reader is someone like Thomas Jefferson, not so much because of his (eventual) knowledge
and wisdom, or because of his achievements, but because of his (initial) desire to understand a wide breadth of subjects -- and because of the
intellectual excitement he derived from the search for, and the acquisition of, this understanding. Similarly, you will be presented with a wide breadth
of subjects, and are encouraged to join in a Jeffersonian type of intellectual adventure.
What good is well-directed reason? It is useful to ensure aircraft do not fall out of the sky, it is useful to ensure that skyscrapers do not collapse,
and it is useful to answer a child's questions about rainbows. And further, when used to discover a new truth, it is useful (though seldom the explicit
aim) for generating intellectual pleasure.
A purpose for this book is to show the reader that the same well directed reasoning process can and should be used to design aircraft, design
skyscrapers, design a government's constitution, and answer an adult's question about matter. The valid span of reason's efficacy is much greater
than generally perceived. Indeed, this book applies reason to subjects that are widely perceived as opinion. And the knowledge that you, the reader,
can learn to use such well-directed reason in all these -- and many other -- subjects, should itself induce intellectual pleasure.
WHAT KIND OF READING EXPERIENCE IS EXPECTED?
The human intellect has needs, and one of its more-important needs is a certain kind of stimulation.
This book is the vehicle for an armchair adventure, but rather than describing an adventurous exploration to a strange distant land it describes
important subjects in new ways. It would not be stimulating if the subjects were unimportant. But, though the subjects are important, there is
(generally) no immediate need to reach a conclusion or act on the information. Therefore, the reader can remain relaxed in his armchair while he
experiences the rich land of provocative reasoning.
HOW IS THE BOOK ORGANIZED?
Chapter 1 contains the introductory discussions, and identifies and defines the fourteen common misconceptions that are the focus of this book.
Chapter 1 introductory discussions include a description of the organization, content and methodology of the fourteen primary arguments in this
book. It also discusses the use of reason to validate or reject arguments, and then debunks the commonly heard claims that we should not trust
our own reasoning powers. The subsequent fourteen essay chapters, Chapter 2 to Chapter 15, contain detailed discussions for each of the
selected subjects. Chapter 16 contains a complementary discussion in question and answer format; in a way, this is a summary. Chapter 17
contains both generic and concluding discussions. The last chapter, Chapter 18, contains the fourteen summary sets of: statement, truth and
justification. Chapter 18 is organized and intended for quick-reference use. Appendix 1 contains a mathematical derivation that supports
statements made regarding certain physical phenomena. Appendix 2 contains selected extracts from the USA Constitution. Appendix 3 contains
selected definitions; in a way, this is a summary also. Appendix 4 contains a table that shows what commands the Bible does not endorse or
authorize the government to enforce. An annotated bibliography provides a list of the works cited, references and suggested supplementary reading.
A SUGGESTION FOR THE READER
After reading Chapter 1, carefully peruse the fourteen statements that define the fourteen common misconceptions. Ponder these fourteen
statements. Then, after suitable reflection, answer these three questions:
1) does society really take the truth of these statements for granted,
2) what is the reader's immediate perception of these statements, and
3) what is the reader's opinion of their validity?
If it is a pleasant day, and you are near an appropriate location, such reflection should be done by laying on the grass and staring up at the clouds,
turning the questions over in the mind. Wherever it is done, you are encouraged to spend a moderate amount of time reflecting on these issues,
before going on to read the rest of the text. Do not peek at the Chapter 18 summary. This preliminary contemplation will serve a useful purpose.
Later, your initial assessments should be compared to the assessments presented in the text. With the right attitude, this process will improve both
your understanding of these subjects and your ability to discern the truth on other issues that you will doubtless encounter throughout life.
A useful way to search for and acquire truth is to pose and then seek answers to key questions. Certainly, in science, it is common for discoveries
to be made shortly after the appropriate question is posed. Determining the appropriate questions to ask, however, is an open-ended process that
may, therefore, be frustrating and time-consuming. How do you measure your progress when searching for appropriate questions? There is no
easy answer to that rhetorical question. Progress in answering questions is much easier to estimate. The reader is about to have fourteen
important statements presented, and the question is asked: are these true? The first key step has been taken. The next step, answering them,
need not be over time-consuming.
When attempting to reflect on the truth of the statements presented in Chapter 1, there may be difficulty in just understanding the statement. This
may be difficult because certain thought patterns have become so ingrained that the statement -- as a claim to truth -- becomes invisible.
Remember, statements are not necessarily true just because you have heard them numerous times.
An example of such a difficult-to-relate-to statement may be the fifth statement that says there "are such things as electricity and magnetism." You
learned about electricity (and a little about magnetism) in school, and probably your place of business also. You doubtless use electricity at home
for lighting, radios, televisions, toasters and numerous other devices. Even cars and trucks use electricity. Surely, no one can question the
existence of electricity? Well, the functional utility of these devices will not be questioned, but it is indeed the intent to question the existence of
electricity. And the arguments will not be a subtle metaphysical play on definitions; they will address reality. Furthermore, the arguments will
depend on little more background knowledge than most of us have been taught in school. That is, no or little new background information is
needed to follow the arguments, just the willingness to look at the information you already have in a new way.
CHANGING THE READER'S MIND
The original draft of this book had the title "Common Misconceptions." The present title was the result of a suggestion made at the Maryland
Writers Association annual conference in April 2000. The revised title says that some of the reader's misconceptions about reality will be shattered.
This title therefore suggests minds will be changed suddenly. Is that realistic? The expectation is that the discussions will lead to contemplation.
Such contemplation will result in the new concepts suddenly "clicking." But the suddenness of the change, and the delay until the change occurs,
are two different issues.
Here, we introduce the concept of the "intellectual time constant." The term "time constant" is an electrical engineering term, with a very specific
definition: it describes the time it takes a linear electrical circuit to respond to a change in input. The human intellect also has a time constant. For
information that conflicts with preconceived opinions, and somewhat for information that is unexpected, the time constant is about one year. It takes
unusual circumstances for this time constant to be shortened -- circumstances such as your immediate survival depending on changing your way of
doing things. Generally, the public -- especially a public subjected to a long period of continuous propaganda -- will, when finally presented with
alternate information, not be able to shake the previous beliefs in a few days, or even a few weeks. However, after a year they will come to accept a
new outlook, provided the new information is suitably reinforced.
This principle -- of an intellectual time constant -- can be, and has been, used quite effectively by certain organizations. An example would be the
United States Internal Revenue Service prosecuting what the IRS calls "tax protesters." The defendant may make perfectly logical arguments, but
the IRS will prevail by telling the jury "If the income tax were illegal, it would be in the newspaper headlines." That approach is effective because the
jury will not be able to assimilate the defendant's arguments in the time provided, no matter how conscientiously they attempt to be logical. They will
not, because the arguments are unexpected and unconventional.
Similarly, this text is presenting new concepts. The initial acceptance should be inversely related to self-perceived expertise. If the concept of
"intellectual time constant" is correct, then, for example, an electrical engineer may quite readily accept the arguments for misconceptions about law
and government but reject the new concept of electricity. Likewise, a lawyer may immediately perceive the beauty of the new concept for electricity
but reject such revisionist thinking about government out-of-hand. One might think that a text like this would challenge such attitudes by extolling the
virtues of adaptability and openness to new ideas and new concepts. However, the issue is actually more complex. The "intellectual time constant"
is actually a great benefit -- yes benefit -- to society. It provides stability. It is indeed not wise to exchange old established ways of thinking for new
concepts just because there are no immediately obvious rebuttals. The engineer and lawyer would generally do well to apply the principles they
have been taught to a wide variety of circumstances. That is the purpose for learning principles.
And yet ... and yet all who consider themselves intellectually curious should set aside some time to reexamine and to reassess their beliefs. This
book serves as a good vehicle for the reader to do just that. However, the reader will still have to confront the realities of the "intellectual time
constant." So, try this: read the book -- or at least Chapter 18 -- again, about one year after first reading the book. If the reader has occasionally
reflected on these concepts throughout that year, and if the concepts do indeed represent reality, then much of what might have originally been
rejected will become acceptable and perhaps even imperative. The moral is: time is on the side of truth -- provided truth has an adequate hearing.
END
Shattering Illusions
The Exciting Search for Reality
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