by Charlie Huenemann
I think it is fair to say that we usually see science and magic as opposed to one another. In science we make bold hypotheses, subject them to rigorous testing against experience, and tentatively accept whatever survives the testing as true – pending future revisions and challenges, of course. But in magic we just believe what we want to be true, and then we demonstrate irrational exuberance when our beliefs are borne out by experience, and in other cases we explain away the falsifications in one way or another. Science means letting what nature does shape what we believe, while magic means framing our interpretations of experience so that we can keep on believing what feels groovy.
But this belief – that we can clearly distinguish between magic and science – turns out itself to be an instance of framing our interpretations so as to allow us to keep on believing something that makes us feel good. In other words, the relation between magic and science is far more complicated, and magic is not so easily brushed aside.
“Science”, as we use the term, is a relative newcomer on the scene. “Scientia”, meaning expert knowledge, is Latin, but using it or its cognates to refer to a special method of acquiring knowledge – especially one that involves microscopes, telescopes, and test tubes – is a much later innovation. What has always been around, ever since we started jabbering, has been an interest in understanding how nature works, usually conjoined with our practical interest in prediction and control. Call that interest “natural knowledge”. Read more »






Let me recommend a New Year resolution, in case you don’t have one yet: Be nicer to people you disagree with.


The German language is famous for its often long compound words that combine ideas to neatly express in a single word complex notions. Torschlusspanik, (gate-shut-panic), for instance, referred in medieval times to the fear that one was not going to make it back into the city before the gates closed for the night, and now signifies the worry, common among middle aged people, that the opportunities for accomplishing one’s dreams are disappearing for good. Backpfeifengesicht, sometimes translated as “face in need of a fist”, means a face that you feel needs slapping.
Tigran Tsitoghdzyan. Black Mirror, 2018.

The violent, insurrectionist attack on the US Capitol on January 6, 2021 was due, in part, to the success of the Nation’s system of public education, not its failure. Since Ronald Reagan announced in 1981 that “government is not the solution to our problem, government IS the problem,” federal authorities have worked to dismantle and erase any vestiges of democratic education from our system of public education. Free-market values replaced democratic ones. Public education slowly but consistently was transformed by neoliberal ideologues on both sides of the aisle into an institution both in crisis and the cause of the Nation’s perceived economic slip on the global stage. Following Reagan’s lead, all federally sponsored school reform efforts hollowed out public education’s essential role in a democracy and focused instead on its role within a free-market economy. In terms of both a fix and focus, neoliberalism was and remains the ideological engine that drives the evolution of public education in the United States. These reform efforts have been incredibly successful in reducing public education to a general system of job training, higher education prep, and ideological indoctrination (i.e., American Exceptionalism). As a consequence of this success, many of the Nation’s citizens have little to no knowledge or skills relating to the essential demands of democratic life. The culmination of the neoliberal assault on democratic education over the last forty-years helped create the conditions that led to the rise of Trump, the development of Trumpism, and the murderous, failed attempt at a coup d’etat in Washington, DC. From what I have read, I am not confident that your plans for public education will address these issues.