The introduction of words like “ethics” and “ought” into conversations about science seems almost always to engender a tension not unlike, I would say, the strain one can sense rising whenever, in conversation with elderly German university professors, one happens to allude to the career of one of their colleagues who prospered during the Hitler years. In the latter situation, the lowering of the social temperature betrays the fear that something “unfortunate” might be said, especially that the colleague’s past inability to renounce his personal ambitions for the sake of morality might be mentioned. There is a recognition, then, of course, that the conduct not only of the colleague, but of all German academicians of the time, is in question. In more general discussions about scientific morality the rising tension has a similar source. It betrays the fear that something will be said about what science, and scientists, ought and ought not to do. And there is a recognition that what might be talked about doesn’t apply merely to science generally or to some abstract population known as scientists, but to the very people present.
Some scientists, though by no means all, maintain that the domain of science is universal, that there can be nothing which, as a consequence of some “higher” principle, ought not to be studied. And from this premise the conclusion is usually drawn that any talk of ethical “oughts” which apply to science is inherently subversive and anti-scientific, even anti-intellectual.
Whatever the merits of this argument as abstract logic may be, it is muddleheaded when applied to concrete situations, for there are infinitely many questions open to scientific investigation, but only finite resources at the command of science. Man must therefore choose which questions to attack and which to leave aside. We don’t know, for example, whether the number of pores on an individual’s skin is in any way correlated with the number of neurons in his brain. There has been no interest in that question, and therefore no controversy about whether or not science ought to study it. But the Chinese have practiced acupuncture for many centuries, and now, suddenly, Western scientists have become interested. Clearly, scientific “progress” does not move along some path determined by nature itself, but mirrors human interests and concerns.
Finely trained human intelligence is among the scarcest of resources available to modern society. And clearly some problems amenable to scientific investigation are more important than others. Human society is therefore inevitably faced with the task of wisely distributing the scarce resource that is its scientific talent. There simply is a responsibility—it cannot be wished away—to decide which problems are more important or interesting than others. Every society must constantly find ways to meet that responsibility. The question here is how, in an open society, these ways are to be found; are they to be dictated by, say, the military establishment, or are they to be open to debate among citizens and scientists? If they are to be debated, then why are ethics to be excluded from the discussion? And, finally, how can anything sensible emerge unless all first agree that, contrary to what John von Neumann asserted, technological possibilities are not irresistible to man? “Can” does not imply “ought.”
Unfortunately, the new conformism that permits us to speak of everything except the few simple truths that are written in our hearts and in the holy books of our religions renders all arguments based on these truths—no matter how well thought out or eloquently constructed—laughable in the eyes of the scientists and technicians to whom they may be addressed. This in itself is probably the most tragic example of how an idea, badly used, turns into its own opposite. Scientists who continue to prattle on about “knowledge for its own sake” in order to exploit that slogan for their self-serving ends have detached science and knowledge from any contact with the real world. A central question of knowledge, once won, is its validation; but what we now see in almost all fields, especially in some branches of computer science, is that the validation of scientific knowledge has been reduced to the display of technological wonders. This can be interpreted in one of only two ways: Either the nature to which science is attached consists entirely of raw material to be molded and manipulated as an object, or the knowledge that science has purchased for man is entirely irrelevant to man himself. Science cannot agree that the latter is true, for if it were, science would lose its license to practice. That loss would, of course, entail practical consequences (involving money and all that) which scientists would resist with all their might. If the former is true, then man himself as a part of nature has also become an object. There is abundant evidence that this is, in fact, what has happened. But then knowledge too has lost the purity of which scientists boast so much; it has then become an enterprise no more or less important and no more inherently significant than, say, the knowledge of how to lay out an automobile assembly line. Who would want to know that “for its own sake”?
This development is tragic because it robs science of even the possibility of being guided by any authentically human standards, while it in no way restricts science’s potential to deliver ever-increasing power to men. The fact that arguments that appeal to higher principles—say, to an individual’s obligations to his children, or to nature itself—are not acknowledged as legitimate poses a serious dilemma for anyone who wishes to persuade his colleagues to cooperate in imposing some limits on their research. If he makes such arguments anyway, perhaps hoping to induce a kind of conversion experience in his colleagues, then he risks being totally ineffective and even being excommunicated as a sort of comic fool. If he argues for restraint on the grounds that irreversible consequences may follow unrestrained research, then he participates in and helps to legitimate the abuse of instrumental reason (say, in the guise of cost-benefit analyses) against which he intends to struggle.
As is true of so many other dilemmas, the solution to this one lies in rejecting the rules of the game that give rise to it. For the present dilemma, the operative rule is that the salvation of the world—and that is what I am talking about—depends on converting others to sound ideas. That rule is false. The salvation of the world depends only on the individual whose world it is. Every individual must act as if the whole future of the world, of humanity itself, depends on him. Anything less is a shirking of responsibility and is itself a dehumanizing force, for anything less encourages the individual to look upon himself as a mere actor in a drama written by anonymous agents, as less than a whole person, and that is the beginning of passivity and aimlessness.
But the fact that each individual is responsible for the whole world, and that the discharge of that responsibility involves first of all each individual’s responsibility to himself, does not deny that all of us have duties to one another. Chief among these is that we instruct one another as best we can. And the principal and most effective form of instruction we can practice is the example our own conduct provides to those who are touched by it. Teachers and writers have an especially heavy responsibility, precisely because they have taken positions from which their example reaches more than the few people in their immediate circle.
It is symptomatic of our present confusion that people are constantly asking one another what they must do, whereas the only really important question is what they must be. The physicist Steven Weinberg, in commenting on recent criticisms of science, writes, for example,
I have tried to understand these critics by looking through some of their writings, and have found a good deal that is pertinent, and even moving. I especially share their distrust of those, from David Ricardo to the Club of Rome, who too confidently apply the methods of the natural sciences to human affairs. But in the end I am puzzled. What is it they want me to do?
My fear is that I will be understood to be answering a question of the kind Weinberg asks. That is not my intention. There is, in my view, no project in computer science as such that is morally repugnant and that I would advise students or colleagues to avoid. The projects I have in mind are not properly part of computer science because they are for the most part not science at all. They are clever aggregations of techniques aimed at getting something done. Perhaps because academic departments whose concerns are with computers are called “computer science” departments, all work done in such departments is indiscriminately called “science,” even if only part of it deserves that honorable appellation. Tinkerers with techniques (gadget worshipers, Norbert Wiener called them) sometimes find it hard to resist the temptation to associate themselves with science and to siphon legitimacy from the reservoir it has accumulated. But not everyone who calls himself a singer has a voice.
Not all projects, by very far, that are frankly performance-oriented are dangerous or morally repugnant. Many really do help man to carry on his daily work more safely and more effectively. Computer-controlled navigation and collision-avoidance devices, for example, enable ships and planes to function under hitherto disabling conditions. The list of ways in which the computer has proved helpful is undoubtedly long. There are, however, two kinds of computer applications that either ought not be undertaken at all, or, if they are contemplated, should be approached with utmost caution.
The first kind I would call simply obscene. These are ones whose very contemplation ought to give rise to feelings of disgust in every civilized person. The proposal that an animal’s visual system and brain be coupled to computers is an example. It represents an attack on life itself. One must wonder what must have happened to the proposers’ perception of life, hence to their perceptions of themselves as part of the continuum of life, that they can even think of such a thing, let alone advocate it. On a much lesser level, one must wonder what conceivable need of man could be fulfilled by such a “device” at all, let alone by only such a device.
I would put all projects that propose to substitute a computer system for a human function that involves interpersonal respect, understanding, and love in the same category. I therefore reject Dr. Kenneth Mark Colby’s proposal that computers be installed as psychotherapists, not on the grounds that such a project might be technically infeasible, but on the grounds that it is immoral. I have heard the defense that a person may get some psychological help from conversing with a computer even if the computer admittedly does not “understand” the person. One example given me was of a computer system designed to accept natural-language text via its typewriter console, and to respond to it with a randomized series of “yes” and “no.” A troubled patient “conversed” with this system, and was allegedly led by it to think more deeply about his problems and to arrive at certain allegedly helpful conclusions. Until then he had just drifted in aimless worry. In principle, a set of Chinese fortune cookies or a deck of cards could have done the same job. The computer, however, contributed a certain aura—derived, of course, from science—that permitted the “patient” to believe in it where he might have dismissed fortune cookies and playing cards as instruments of superstition.
The question then arises, and it answers itself, do we wish to encourage people to lead their lives on the basis of patent fraud, charlatanism, and unreality? And, more importantly, do we really believe that it helps people living in our already overly machine-like world to prefer the therapy administered by machines to that given by other people?
The second kind of computer application that ought to be avoided, or at least not undertaken without very careful forethought, is that which can easily be seen to have irreversible and not entirely foreseeable side effects. If, in addition, such an application cannot be shown to meet a pressing human need that cannot readily be met in any other way, then it ought not to be pursued. The latter stricture follows directly from the argument I have already presented about the scarcity of human intelligence.
The example I wish to cite here is that of the automatic recognition of human speech. There are now three or four major projects in the United States devoted to enabling computers to understand human speech, that is, to programming them in such a way that verbal speech directed at them can be converted into the same internal representations that would result if what had been said to them had been typed into their consoles.
The problem, as can readily be seen, is very much more complicated than that of natural-language understanding as such, for in order to understand a stream of coherent speech, the language in which that speech is rendered must be understood in the first place. But I am not here concerned with the technical feasibility of the task, nor with any estimate of just how little or greatly optimistic we might be about its completion.
Why should we want to undertake this task at all? I have asked this question of many enthusiasts for the project. The most cheerful answer I have been able to get is that it will help physicians record their medical notes and then translate these notes into action more efficiently. Of course, anything that has any ostensible connection to medicine is automatically considered good. But here we have to remember that the problem is so enormous that only the largest possible computers will ever be able to manage it. In other words, even if the desired system were successfully designed, it would probably require a computer so large and therefore so expensive that only the largest and best-endowed hospitals could possibly afford it—but in fact the whole system might be so prohibitively expensive that even they could not afford it. The question then becomes, is this really what medicine needs most at this time? Would not the talent, not to mention the money and the resources it represents, be better spent on projects that attack more urgent and more fundamental problems of health care?
But then, this alleged justification of speech-recognition “research” is merely a rationalization anyway. (I put the word “research” in quotation marks because the work I am here discussing is mere tinkering. I have no objection to serious scientists studying the psychophysiology of human speech recognition.) If one asks such questions of the principal sponsor of this work, the Advanced Research Projects Agency (ARPA) of the United States Department of Defense, as was recently done at an open meeting, the answer given is that the Navy hopes to control its ships, and the other services their weapons, by voice commands. This project then represents, in the eyes of its chief sponsor, a long step toward a fully automated battlefield. I see no reason to advise my students to lend their talents to that aim.
I have urged my students and colleagues to ask still another question about this project: Granted that a speech-recognition machine is bound to be enormously expensive, and that only governments and possibly a very few very large corporations will therefore be able to afford it, what will they use it for? What can it possibly be used for? There is no question in my mind that there is no pressing human problem that will more easily be solved because such machines exist. But such listening machines, could they be made, will make monitoring of voice communication very much easier than it now is. Perhaps the only reason that there is very little government surveillance of telephone conversations, in many countries of the world is that such surveillance takes so much manpower. Each conversation on a tapped phone must eventually be listened to by a human agent. But speech-recognizing machines could delete all “uninteresting” conversations and present transcripts of only the remaining ones their masters. I do not for a moment believe that we will achieve this capability within the future. But I do ask, why should a talented computer technologist lend his support to such project? As a citizen I ask, why should my government spend approximately 2.5 million dollars a year (as of 1975) on this project?
Surely such questions presented themselves to thoughtful people in earlier stages of science and technology. But until recently society could always meet the unwanted and dangerous effects its new inventions by, in a sense, re-organizing itself to undo or to minimize these effects. The density of cities could be reduced by geographically expanding the city. An individual could avoid the terrible effects of the industrial revolution in England by moving to America. And America could escape many of the consequences of the increasing power of military weapons by retreating behind its two oceanic moats. But those days are gone. The scientist and the technologist can no longer avoid the responsibility for what they do by appealing to the infinite powers of society to transform itself. Certain limits have been reached. The transformations the new technologies may call for may be impossible to achieve, and the failure to achieve them may mean the annihilation of all life. No one has the right to impose a such a choice on mankind.
I have spoken here of what ought and ought not to be done, of what is morally repugnant, and of what is dangerous. I am, of course, aware of the fact that these judgments of mine have themselves no moral force except on myself. Nor, as I have already said, do I have any intention of telling other people a what tasks they should and should not undertake. I urge them only to consider the consequences of what they do. And here I mean not only, not even primarily, the direct consequences of their actions on the world about them. I mean rather the consequences on themselves, as they construct their rationalizations, as they repress the truths that urge them to different courses, and as they chip away at their own autonomy. That so many people so often ask what they must do is a sign that the order of being and doing has become inverted. Those who know who and what they are do not need to ask what they should do. And those who must ask will not be able to stop asking until they begin to look inside themselves. But it is everyone’s task to show by example what questions one can ask of oneself, and to show that one can live with what few answers there are.
But just as I have no license to dictate the actions of others, neither do the constructors of the world in which I must live have a right to unconditionally impose their visions on me. Scientists and technologists have, because of their power, an especially heavy responsibility, one that is not to be sloughed off behind a facade of slogans such as “technological inevitability.” In a world where man increasingly meets himself only in the form of the products he has made, the makers and designers of these products need to have the most profound awareness that their products are, after all, the results of human choices. Men could instead choose to have truly safe automobiles, decent television, decent housing for everyone, or comfortable, safe, and widely distributed mass transportation. The fact that these things do not exist, in a country that has the resources to produce them, is a consequence, not of technological inevitability, not of the fact that there is no longer anyone who makes choices, but of the fact that people have chosen to make and to have just exactly the things we have made and do have.
I am aware, of course, that hardly anyone who reads these lines will feel himself addressed by them—so deep has the conviction that we are all governed by anonymous forces beyond our control penetrated into the shared consciousness of our time. And accompanying this conviction is a debasement of the idea of civil courage.
It is a widely held but a grievously mistaken belief that civil courage finds exercise only in the context of world-shaking events. To the contrary, its most arduous exercise is often in those small contexts in which the challenge is to overcome the fears induced by petty concerns over career, over our relationships to those who appear to have power over us, over whatever may disturb the tranquillity of our mundane existence.
If this essay is to be seen as advocating anything, then let it be a call to this simple kind of courage. And, because this essay is, after all, about science and computers, let that call be heard mainly by teachers and practitioners of computer science.
I want them to have heard me affirm that the computer is a powerful new metaphor for helping us to understand many aspects of the world, but that it enslaves the mind that has no other metaphors and few other resources to call on. The world is many things, and no single framework is large enough to contain them all, neither that of man’s science nor that of his poetry, neither that of calculating reason nor that of pure intuition. And just as a love of music does not suffice to enable one to play the violin—one must also master the craft of the instrument and of music itself—so is it not enough to love humanity in order to help it survive. The teacher’s calling to teach his craft is therefore an honorable one. But he must do more than that. He must teach more than one metaphor, and he must teach more by the example of his conduct than by what he writes on the blackboard. He must teach the limitations of his tools as well as their power.
It happens that programming is a relatively easy craft to learn. Almost anyone with a reasonably orderly mind can become a fairly good programmer with just a little instruction and practice. And because programming is almost immediately rewarding, that is, because a computer very quickly begins to behave somewhat in the way the programmer intends it to, programming is very seductive, especially for beginners. Moreover, it appeals most to precisely those who do not yet have sufficient maturity to tolerate long delays between an effort to achieve something and the appearance of concrete evidence of success. Immature students are therefore easily misled into believing that they have truly mastered a craft of immense power and of great importance when, in fact, they have learned only its rudiments and nothing substantive at all. A student’s quick climb from a state of complete ignorance about computers to what appears to be a mastery of programming, but is in reality only a very minor plateau, may leave him with a euphoric sense of achievement and a conviction that he has discovered his true calling. The teacher, of course, also tends to feel rewarded by such students’ obvious enthusiasm, and therefore to encourage it, perhaps unconsciously and against his better judgment. But for the student this may well be a trap. He may so thoroughly commit himself to what he naively perceives to be computer science, that is, to the mere polishing of his programming skills, that he may effectively preclude studying anything substantive.
The lesson in this is that, although the learning of a craft is important, it cannot be everything. The function of a university cannot be to simply offer prospective students a catalogue of “skills” from which to choose. For were that its function, the university would have to assume that the students who come to it have already become whatever it is they are to become. The university would then be quite correct in seeing the student as a sort of market basket, to be filled with goods from among the university’s intellectual inventory. It would be correct, in other words, in seeing the student as an object very much like a computer whose storage banks are forever hungry for more “data.” But surely that cannot be a proper characterization of what a university is or ought to be all about. Surely the university should look upon each of its citizens, students and faculty alike, first of all as human beings in search of—what else to call it?—truth, and hence in search of themselves.
Something should constantly be happening to every citizen of the university; each should leave its halls having become someone other than he who entered in the morning. The mere teaching of craft cannot fulfill this high function of the university.
Just because so much of a computer-science curriculum is concerned with the craft of computation, it is perhaps easy for the teacher of computer science to fall into the habit of merely training. But, were he to do that, he would surely diminish himself and his profession. He would also detach himself from the rest of the intellectual and moral life of the university. The university should hold before each of its citizens, and before the world at large as well, a vision of what it is possible for a man or a woman to become. It does this by giving ever-fresh life to the ideas of men and women who, by virtue of their own achievements, have contributed to the house we live in. And it does this, for better or for worse, by means of the example each of the university’s citizens is for every other. The teacher of computer science, no more nor less than any other faculty member, is in effect constantly inviting his students to become what he himself is. If he views himself as a mere trainer, as a mere applier of “methods” for achieving ends determined by others, then he does his students two disservices. First, he invites them to become less than fully autonomous persons. He invites them to become mere followers of other people’s orders, and finally no better than the machines that might someday replace them in that function. Second, he robs them of the glimpse of the ideas that alone purchase for computer science a place in the university’s curriculum at all. And in doing that, he blinds them to the examples that computer scientists as creative human beings might have provided for them, hence of their very best chance to become truly good computer scientists themselves.
Finally, the teacher of computer science is himself subject to the enormous temptation to be arrogant because his knowledge is somehow “harder” than that of his humanist colleagues. But the hardness of the knowledge available to him is of no advantage at all. His knowledge is merely less ambiguous and therefore, like his computer languages, less expressive of reality. The humanities particularly:
have a greater familiarity with an ambiguous, intractable, sometimes unreachable [moral] world that won’t reduce itself to any correspondence with the symbols by means of which one might try to measure it. There is a world that stands apart from all efforts of historians to reduce [it] to the laws of history, a world which defies all efforts of artists to understand its basic laws of beauty. [Man’s] practice should involve itself with softer than scientific knowledge. . . . [T]hat is not a retreat but an advance.
The teacher of computer science must have the courage to resist the temptation to arrogance and to teach, again mainly by his own example, the validity and legitimacy of softer knowledge. Why courage in this connection? For two reasons. The first and least important is that the more he succeeds in so teaching, the more he risks the censure of colleagues who, with less courage than his own, have succumbed to the simplistic world views inherent in granting imperial rights to science. The second is that, if he is to teach these things by his own example, he must have the courage to acknowledge, in Jerome Bruner’s words, the products of his subjectivity.
When instrumental reason is the sole guide to action, the acts it justifies are robbed of their inherent meanings and thus exist in an ethical vacuum. I recently heard an officer of a great university publicly defend an important policy decision he had made, one that many of the university’s students and faculty opposed on moral grounds, with the words: “We could have taken a moral stand, but what good would that have done?” But the good of a moral act inheres in the act itself. That is why an act can itself ennoble or corrupt the person who performs it. The victory of instrumental reason in our time has brought about the virtual disappearance of this insight and thus perforce the delegitimation of the very idea of nobility.
A teacher must thus have the courage to be a whole person. Without the courage to confront one’s inner as well as one’s outer worlds, such wholeness is impossible to achieve. Instrumental reason alone cannot lead to it. And there precisely is a crucial difference between man and machine: Man, in order to become whole, must be forever an explorer of both his inner and his outer realities. His life is full of risks, but risks he has the courage to accept, because, like the explorer, he learns to trust his own capacities to endure, to overcome. What could it mean to speak of risk, courage, trust, endurance, and overcoming when one speaks of machines?
This essay, published in the June 1982 issue of Boston Review, is from Computer Power and Human Reason: From Judgment to Calculation, by Joseph Weizenbaum, W. H. Freeman and Company, copyright 1976.