Ambassadors of “Progress”: the Rosy Agenda of Steven Pinker

[I]f you want a description of our age, here is one: the civilization of means without ends.
Richard Livingstone, On Education (1956)

We can no longer afford to take that which was good in the past and simply call it our heritage, to discard the bad and simply think of it as a dead load which by itself time will bury in oblivion.
Hannah Arendt, The Origins of Totalitarianism (1951)

Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir!
Charles Dickens, Hard Times (1854)

The most recent best-seller by cognitive scientist Steven Pinker, Enlightenment Now (2018), is not only Bill Gates’ new “favourite book of all times”. It is also full of facts. Facts, numbers, percentages, charts – all employed “to restate the ideals of the Enlightenment in the language and concepts of 21^st century” (p. 5). After examining a wide set of “variables” – such as freedom, health, peace, safety, democracy, equal rights, literacy, knowledge, intelligence and happiness – Pinker explains that these variables “can be measured. If they have increased over time, that is progress” (p. 51).
As simple as that: “progress” can be embedded into a formula as if it represented a measurable, observable variable of the physical world. Since all these parameters have increased over time, the conclusion is, indeed, a wonderful piece of news (you may have overlooked it). The Enlightenment “has worked – perhaps, the greatest story seldom told. And because this triumph is so unsung, the underlying ideals of reason, science and humanism are unappreciated as well” (p. 6).

Should We Teach All Students to Think like Scientists?

Issues such as climate change illustrate that scientists, even if armed with overwhelming evidence, are at times powerless to change minds or motivate action. According to a 2015 Pew Research Center survey, people in the U.S., one of the countries that emits the most carbon, were among the least concerned about the potential impact of climate change. (…) For many, knowledge about the natural world is superseded by personal beliefs. (…) It is imperative for the next generation of leaders in science to be aware of the psychological, social and cultural factors that affect how people understand and use information. (…)
Scientists cannot work in silos and expect to improve the world, particularly when false narratives have become entrenched in communities. This is especially true in tackling issues such as public trust in vaccines, a topic that is flooded with misleading information, despite a lack of legitimate scientific evidence supporting the view that they are unsafe.

It is very easy to agree with these observations by social psychologist Peter Salovey, current President of Yale University – and, in general, I do agree with him. Referring to climate change, Salovey properly points out that, at least in the US, the public do not seem to be very concerned about it. The reasons of such attitude, instead of being sought (only) in the lack of science literacy and technical reasoning ability, should be also identified in the power of personal beliefs, that can lead people to frame issues in ways which conflict with scientific evidence.