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Mary-Ann Ochota: Adventure, Resilience, Unveiling hidden histories, archeology and the ancient world | Podcast

April 4, 2025 Ben Yeoh

Mary-Ann Ochota is a broadcaster, anthropologist, and writer known for her work on Time Team and books on archaeology and the British landscape. 

“Archaeology is ultimately about people – the stories of people in the past and how they lived their lives.”

Mary-Ann discusses her visits to Chernobyl, British henges and the Australian Simpson Desert; exploring themes of resilience and environmental recovery. 

“One of the big misconceptions is that archaeology is just about digging things up.”

She shares insights on ancient British sites and the broader implications of sustainable development and access to nature. We discuss her role as president of the Countryside Charity and her thoughts on the future of rural development are highlighted, along with her creative writing process and advice for connecting with nature.

“We’re all living on top of layers of history, whether we realise it or not.”

Summary contents, transcript and podcast links below. Listen on Apple, Spotify or wherever you listen to pods. Video above or on Youtube.

Contents

  • 00:31 Exploring Chernobyl's Impact

  • 04:59 The Resilience of Nature

  • 05:55 Adventures in the Simpson Desert

  • 13:56 Ancient Sites in the UK

  • 17:10 Access to Nature and Social Barriers

  • 31:56 The Ridgeway National Trail

  • 38:33 Exploring the Purpose of Henges

  • 39:29 Ancient Feasts and Food Waste

  • 40:15 Reevaluating Ancient Civilizations

  • 44:32 Imagination and Environmental Crisis

  • 47:53 Balancing Hope and Realism

  • 50:06 Writing Process and Creative Challenges

  • 01:04:24 Sustainable Development and Land Use

  • 01:11:32  Life Advice 

Transcript (This is AI assisted, so mistakes are possible)

Ben: Okay, great. Hey everyone. I'm super excited to be speaking to the brilliant Mary-Ann Ochota. Mary-Ann is a broadcaster, anthropologist, writer, and adventurer. You might know her from Time Team or her books on archeology and the British landscape. She's a passionate advocate for the countryside and explorer of the world's hidden histories.


Mary-Ann, welcome.


Mary-Ann: Thank you very much for having me. It is genuinely a great privilege.


Ben: Thinking about your adventures, you've been to Chernobyl and I think also to the city of Piya.  What struck you most about your visit to Chernobyl and how perhaps it might influence our views of resilience and environmental recovery, and anything about the abandoned city, which really struck you?


Mary-Ann: It was such a strange place, Ben, I think I went with, so we were making a documentary for National Geographic. Oh no. Was it Discovery? I should really know, shouldn't I? And it was about Chernobyl 30 years on and how the impact of the nuclear disaster at the nuclear power station that had impacted not just the people and the environment, but also the wildlife.


And so I think I had gone with a certain set of preconceptions about what a kind of nuclear holocaust landscape might look like. But actually you get there and the immediate presentation of this landscape is that it's beautiful, rural, there's loads of wildlife. And it feels. Lovely. And we had training before we went because we were going to be going to areas of the exclusion zone that tourists don't normally get to go to.


And so you have to take additional precautions. And the person who was training us is ex-army. He was part of the army teams who would go into civil disaster zones or war zones to make safe, the chemical, the nuclear and any kind of pot potential biological warfare threats.


So the other, members of civilian and military teams could then go in safely to help restore power or rebuild the road or reach victims of the violence or whatever. It was set at field hospitals. So his was the advanced team who had to deal with the stuff. And he said basically in this kind of scenario, it's not a live war zone.


There's not, dismembered corpses strewn across the road. You're not gonna find some kind of quivering wreck of a survivor in the bombed out shell of a house. It's the silent threat that is really easy to forget. Because it's the dust. It is just the dust that you will inhale that will be on your skin that has a half life of thousands of years of radioactive contaminant.


And you won't feel any different. You're not gonna start coughing up blood, you eyes aren't gonna burst. It's just the silent killer that will in 20 years time, you get cancer and maybe you wouldn't have if you hadn't taken the precautions that you do. And that was the thing that really struck me, that the notion of how we perceive risk is often so aesthetic.


The aesthetic of what things look like, what a scary or dangerous thing looks like versus what actually is truly a risk was the thing that, that struck me. And that you have to be conscious in your vigilance. Because otherwise you just become really quickly complacent. There was one point where filming days are really long and we'd been filming in the forest because we were filming with a team of scientists who were investigating the impact on the kind of the woodland rodents.


So things like little voles and little mice that live naturally in that kind of birch woodland that has grown up around all the villages because for 30 years people haven't been cutting down trees. They haven't been cultivating fields, their gardens where all these houses used to be. And nature is regenerated and it's impacted by the nuclear contamination, but it grows anyway.


And the thing about investigating the impacts on things like door mice and vols and little mice is that because they reproduce so quickly, you've got 30 generations of impact. Whereas obviously if you're looking at humans, you've got the children of the people who were evacuated. So when you're looking at the impact on genetic inheritance, the impact on how mutations have affected populations, things like that, you're not looking at a zombie mouse with, five ears, but you're looking at really subtle little changes.
 


Ben: That's fascinating. I, looking at the pictures, it also just struck me. How resilient nature is or, little animals and things and how they come back. 



Mary-Ann: Nature runs. And I think, that's one of the amazing things about talking about Rewilding.


Even in a kind of pop a kind of a landscape like the uk, which is very densely populated, 70% of the land masses farmed, but you actually go give it a little chance and it bursts back into life. And actually that's one of the kind of things that you have to remember that what we are doing is maintaining suppression of certain types of habitat and what the kind of the, what happens if you look at places like Chernobyl, which are far from ideal conditions for real restoration of nature, but in other ways really great because you've entirely taken away the human pressure on those landscapes.


And you go what happens now?


Ben: On the other end of the spectrum, I think you've been to the Simpson Desert in Australia, and that's somewhere which is super remote and harsh. And yet maybe that recalls something about the resilience of humans over time. What did you learn about the Simpson Desert? And I guess that was more ancient cultures, but the ability of humans to adapt to where we are?


Mary-Ann: Yeah, I think there's many opportunities that I've had around the world and in back at home in the UK where the thing that really strikes you is the ability for people and communities to, like you say find new ways of coping with threats, coping with challenge and harm. So the Simpson Desert is.


An extraordinary place. It's the largest, it's quite a niche kind of claim to fame. It's the largest parallel dune desert in the world. So imagine kind of Lawrence of Arabia. You've got those big sweeping dunes that are like waves of sand. The Simpson Desert doesn't really look like that. It was ex, again, expecting something different to what I then saw.


The Simpson Desert is lower, it's a bit grayer in lots of parts. And these sand dunes are quite big. Not massive, maybe 10 meters high. And they run in parallel lines for literally hundreds of kilometers before petering out and then starting again. And a lot of the desert is very kind of scrubby.


There is vegetation there and it's sorry, Simpson Desert. It's ugly little scrabbly bushes. When rain comes, which is rare, but does happen, it bursts into life and all of a sudden for a few weeks you've got this, these carpets of wild flowers. And then what happens is that the water will be held in basically kind of clay pans where naturally the sediment has formed at a kind of a base a slightly less permeable base.


So everywhere else, the water dissipates very quickly. It evaporates off because you're in a desert, it's hot, and it's very dry. But on these clay pans, it holds water for a little while. And then all these different animals and birds and plants burst into life and you've got this real extraordinary cyclic.


Rhythm of life in these desert ecosystems that is completely alien to someone who lives in temperate, rainy Britain, where the cycle for us is seasonal. It's every year and today, for example, I walk the kids to school and you could smell spring in the air. And I really love that experience of kind of feeling my animal, self responding to that.


But in the Simpson Desert, some of these cycles don't happen. And there is a cycle that happens annually where you've got the hot summer season where it gets up to 50 degrees centigrade and no one goes into the desert. And then the winter season, where, for example, expedition groups like ours can go if you carry all your water with you.


But some of the cycles run on generational human generation length. So 20, 30 years you'll get these seasonal cycles and you've got, what you end up with is species that kind of, their range shrinks back to these refuge little refuges where they can just clinging on through the really harsh seasons year after year.


And then there's another rainfall event, and then they spread out again, and then you they circle back to these refuges, which are really biodiverse and really precious. Because if you lose a refuge, then you lose. Thousands of literally thousands of species from plants to invertebrates to the slightly bigger animals.


And then of course you've got the desert specialists who can cope, big eared little mice and funny little lizards with big fat tails that store moisture. But it's an amazing, it's an amazing habitat to walk across. So we were walking and we had camels carrying our water and kits, so there's no permanent sources of water in the desert because these clay pans are very temporary seasonal.


And the people who used to live there the PE people, native indigenous to that area were the won kru. And they would go into the desert, they'd live on the desert fringes, and then they would go into the desert when conditions were suitable. And they were doing a number of things fishing, for example, in these clay pans.


Where did the fish come from? Nobody. The biologists know, but it feels like they spring from nowhere. And the one kru had these wells effectively where you, they create a kind of a natural clay pan, very low down, and then it gets filled with sand, but it holds enough water. So then when you get to a well, you can dig it, dig out the native well, and you will get literally a, kind of a cup's worth of water at a time.


But because you are. That kind of generationally inherited knowledge of how to survive in these landscapes. That's enough. That will keep you going. And then you can walk another 20 miles to the next native. If you miss the you're screwed. That's it. You're done. But so you don't miss, and you walk at night often.


You walk in, the kind of muscular times, dusk and dawn. Or sometimes through the night just to cover the distance to get to the next


Ben: and I assume that the wells are about one day's walk away from one another.


Mary-Ann: Yeah, exactly. Exactly. Exactly. And the thing that was always.


Confusing to the the white colonists who were turning up with horses and with a canoe or a boat strapped to a horse that would then promptly drop down dead after a few days because the conditions were just horrific and horses can't survive walking on that kind of sand.


They started to import camels. So camels aren't native to Australia. There's thousands of them now, and they're a kind of a problem. But. Camels could cope. But the thing that they didn't understand was how the people could have coped. And they just thought they, they must have been living like animals and actually go no.


It's incredibly sophisticated knowledge that just cannot be underestimated. And actually what you see as well as these chains of native wells that are, like you say about a day's walk between one to the other are stands of this particular plant called Pitchie (or Pituri). Which has the same kind of volatile chemicals as tobacco.


So you can chew it and it gives you a bit of a high. And Pitchie was traded up and down north, south pretty much across most of the continent of Australia. And other things like shells, feathers this Pitchie, various kind of types of pigment, all sorts of, precious and specific commodities were traded up and down these long networks between different groups of people who had different languages different cultural ways, but had some kind of commonalities.


And so what you'll find is in what feels like. Genuinely, the middle of nowhere is a picture stand a stand of these bushes. But you can see that it's been cut and copies by human hands. It's growing in a different way. Now, I wouldn't have been able to see that, but in our expedition team, we were traveling with botanists who were like, I see it and point out, can you see where these cuts have been made?


That isn't na, that isn't natural. This isn't naturally how the bush would grow. And so basically what you're doing is pruning them so that when you come back the following season, there's more picture to harvest that you can then carry out and trade, strike even get high.


Ben: Yeah. Did you try any?


Mary-Ann: I didn't. No.


You have to dry it and then ferment it. 



Ben: Bad reactions, maybe not thing to try for the first time in that. 


Mary-Ann: Never tried a cigarette. I managed to skip that phase of being a teenager. So I feel like maybe Pitchie (or Pituri) would've been the thing to get you through break.


Break the seal. Yeah, exactly.


Ben: It strikes me that there was such sophisticated ancient knowledge and also these cultures, which obviously the colonialists went and destroyed, but coming back closer to home how many ancient. UK sites have you visited? How many of these hinges have you been to?


Because you've I'm pretty sure you've visited Stonehenge and you've written about Avery. You've written about Kane as well. I'm not sure I've got pronounced that correctly. But what do you think is going on with the UK hinges? Are you fond of the kind of astronomy type ideas about why the Henges were about and what do you think about some of these ancient sites in Britain?


Mary-Ann: Britain is just the best for like really weird old stuff. I think that's the thing, Ben that's. Links lots of my work. So for example the trip in Chernobyl, not only were we looking at this, the wildlife, but also meeting people who wanted to come back. For example the one Canaro people still exist despite all the horrific and brutal treatment and the kind of cultural genocide.


People still go to the desert now. They live outta the desert, but they do still go bush and people in the uk I think we sometimes massively. Take for granted the fact that we live in this landscape that has been permanently inhabited since last ice age. So like 11, 12, almost 12,000 years ago.


And every single generation has made its mark in the landscape because, feels so remote. So you look at Stonehenge and the first circle the wider circle, not the kind of massive stones in the middle, but the kind of wider earth work. That was established about 3000 BC about 5,000 years ago.


Avery a little bit later, four and a half thousand years ago, probably callanish, like you say, up in the Hebrides, amazing. If you want to go and visit weird, cool archeology that's a bit off the beaten track, I'd say go to the Outer Hebrides or to Orny both sets of Scottish Islands.


One on the west coast, one off the east coast. But we've got thousands of them, and some of them have souvenir programs and tickets and gates and whatnot, like Stonehenge. And then some of them are, all you need to do is to bother to go and find one basically. And if you have the ability to go into the field, literally a field and find them, then honestly I think you'll be repaid tenfold a thousand fold with the kind of the joy of exploring being a landscape detective.


But even if you don't have access or the ability to get into the middle of a muddy field. The resources that we have now, the tools that we have online to look at aerial photographs, to look at LIDAR scans of kind of the land the land forms to get all these records that have been digitized.


You can do some fantastic armchair landscape spotting as well. Yeah, what it's, they're brilliant. I love them because one of, there's so many why's that are still unanswered.


Ben: Yeah. I just really mysterious and, you can go to places like the Simpson Desert to get that, but you could get it much closer to home.


I've noted a lot of your work on access to nature and access to places like this. I'm quite an urban boy and when I speak to some of my urban friends, there is this sense here in London or maybe in the UK that the countryside perhaps is for an elite.


You need to be rich. Aristocrats have a lot of land. Maybe city people or even explorers aren't so welcome. We have this issue maybe with access and pathways and knowledge and the like. And I had earlier on the podcast I. Her nickname's Al who also has a lot of work on terms of access to nature and things like that.


And it seems to me that there's a perception that there's a bit of a challenge and there's a little bit of argument around this. I'd be interested to know what you advocate for and where you think the kind of challenges and opportunities are in terms of getting access to nature and things.


'cause like you say, some of these things, you just need to know where they are and it's essentially free and, or should be and they should perhaps not be. Some, as much of debate around this as there is


Mary-Ann: yeah. Realities of barriers to access to our countryside more broadly, but as well as the landscape heritage cannot be underestimated.


It is really easy for me to say they're free. You should just go. But actually think about what that represents and all the stacked. Privileges and assumptions that is based on, which is that I have access to a car. I have money for fuel, I have a spare pair of shoes so that if my feet and get muddy or wet, I have something else to put on.


I've got the I've got access to laundry facilities in my home. I don't need to take all my kit to a laundre. I've got a waterproof coat that works and waterproof trousers. I've got layering. I've got a ruck sack. I've got enough free time to be able to go. I've got enough money to stop at a cafe perhaps and buy a sandwich and a cup of coffee.


I've got don't have a physical disability to consider so that if I'm parking up in some random car park and there's one toilet block, I don't need to go, oh, hang on a minute. There's no disabled blue. I. Mixed race. My mum is Indian and my dad is Polish. I think in some circumstances I'm perceived as a person of color and in other circumstances I'm white enough, I'm white passing.


I think it makes a big difference when you are able-bodied and you are wearing Gore-Tex, that people nod at you and go, oh yeah, she's the right kind of person to be here. She looks like she probably knows what she's doing. But I've spoken to people who, have, oh I know loads of people who've faced really explicit, horrific racism.


The gang of friends who went walking. And there was one place to go to the toilet, which was a pub. And in, as they went through this village and one of the guys is practicing Muslim and he didn't want to go into the pub. So he sat outside while his mates went in to, to go to the loo.


And someone who's standing outside, one of the locals, I guess having a cigarette said, oh, you leaving the terrorist outside then are you? And it's just horrific. There's a guy called Sam Ascar who runs a guiding company called Summit Special. He works a lot with people from the global majority, guiding them on kind of walks, increasing community capacity and confidence to get in the outdoors because if you are walking with a group who you have a, an affinity with, you don't feel so exposed, you don't feel unsafe.


And they get death threats. They get death threats for taking over the countryside, inverted commas. And it is genuinely appalling to see how hard it is for some people to simply be in the countryside. And often we think of, um, racism and poverty and access to public transport and stuff like that as urban issues.


We are a majority urban. Society. Most of us live in towns and cities, but we cannot forget that the rural communities are, need to be economically viable. They need to be culturally diverse. They need to be able to have access to affordable homes and, sustainable transport. And I think one of the things that when we forget that or overlook it or assume that it's probably fine because actually it's all aristocrats and people, leaning over five bar fences gates, chewing straw.


That actually you create the perfect conditions for a rise in populism as much as anything. And we do a kind of massive injustice to all those communities if we don't take seriously. There needs to be. Economically viable, diverse, exciting, entrepreneurial communities in exactly the same way that we look at Leeds or Manchester or London and go, of course you need to create opportunities for business development and investment and green power and blah, blah, blah, blah, blah, blah, blah.


Name all the things that are important. If you don't go and how does that work in the rural hinterlands, then we've absolutely missed a trick and we are doing a huge disservice to literally millions of people in our nation. Yeah.


Ben: Because I think, although we're majority urban might be 70 30 or maybe even 60 40, so that's Yes.


A minority, but 30% is still a really large absolute number.


Mary-Ann:  I think it's come to the fore quite a little bit more than usual that because, we've seen tractors surrounding the House of Commons as farmers protest things like changes to inheritance tax. But the kind of the, the dissociation the kind of divorce that we have, most of us from how our food is produced and who is doing that, who is actually managing this land and in what ways and how much of a say do we have about that?


Um, it's a real problem. Our complacency or kind of feeling like, oh, that's nothing to do with us is part of the problem because we. Just offer an un unequal and unhealthy share of power to just a certain handful of people who may well be happy to say, don't worry. We're custodians and stewards of this land.


Don't you worry your little urban heads about it. And you go, hang on a minute, hang on a minute. Who is that benefiting? And the answer is not the nation and not social justice. So I'm a big fan of access reform, partly to challenge that hegemony of power because it is unequal and we've forgotten what we've lost.


Because of enclosures of common land, because of effectively people being pushed to urban areas because of a depopulation of rural places we think that's how it's always been. We forgotten that, not that many generations ago the, countryside areas were much more populated and you'd have, 12, 15 people working on a farm.


Whereas now it's incredibly lonely and isolating. 'cause you've got one farmer struggling away with a bunch of machinery, but also untethered from the fabric of society. And that's not good for either, either side of that equation.


Ben: So you are recently president of the Countryside charity, is that it?


The role president? Yes. So I can see this is gonna be one of your priorities. Is there anything else you'd like to highlight as what you are thinking? And then maybe you can roll it into, so if you did have. One or two or three policy asks what would they be? Some might be a little bit more simpler around access reform, which don't seem perhaps as tricky.


We might get onto what sustainable development might be, which might be a little bit more tricky. Yeah. But access and yeah. What other things you're thinking and policy recommendations in the uk or even broadly, you can take on the world if you'd like.


Mary-Ann: You would be surprised at how tricky access reform is a kind of first thought you're like it's not that hard.


And it turns out there is a lot of vested interest pushing back. So there's the situation as it stands at the moment in Scotland, so literally head over the border and you have a default of access as a member of the public, you can go pretty much anywhere on both land and water.


As long as you do it responsibly. So you can go hiking across any field or mountain or hill. You can go swimming in a lock, you can launch a canoe, you can wild camp. You can light fires again, as long as you're doing it responsibly. A little campfire. You can ride a bike, ride a horse. You can't go into kind of private land, so someone's garden or like a kind of work yard or a farm yard.


You can't trample crops. You can't disturb livestock, but you can, for example, walk along a field margin, find your way across the landscape. And the essence of this Scottish outdoor access code is that there's a default of access, a right of access. Except where there's obvious exemptions where it would not be responsible for you to, for example, walk across this wildflower meadow, walk through this herd of cows where it would really disturb them.


You have to, it's on you to behave responsibly and to educate yourself on what responsible access looks like. In England and Wales, we don't have that. We have a default of exclusion with certain access permissions. So we have about 140,000 kilometers of footpaths and bridleways, which Scotland tends, doesn't really have, it doesn't have the footpath network that we in England and Wales have.


And it's not to be underestimated. That footpath network is pretty awesome and really quite extraordinary in compared to other places in the world. And we have open access on, particular types of land. Now it's weird because it's an ecological designation. So it's for example, unimproved grazing and you're like what the heck is that?


I don't know what that is. Or unimproved, grassland. But most of it is moland mountains and heath, which inevitably isn't really where most of the people are. It's up and away. It's things parts of the Pete district, it's parts of the late district. It is parts of places like the South Downs National Park, but I.


Any other bits of it, you have to stick to a footpath or a bridal path, or a byway or you are not allowed to be there and you would if you were walking across a different kind of field. Then it's the, it's an act of civil trespass. It's a civil offense. And I'm a huge supporter. And on that open access land, you can only walk.


That's the only thing you can do. Or you could stop and bird watch or you can rock climb, but you cannot, for example, ride a bike, ride a horse. You can't camp and you can't swim, for example. The rights of access to water in England and Wales are like pretty terrible. I think something like 3% of waterways have rights of access.


Then landowners can, through their large s give you permissive access. They can say, we'll allow you to walk along this path to reach the river, but they can withdraw that permissive access at any point. There's no controls over what kind of thing that access looks like. So they could put styles in, they could make it really narrow.


They could put barbed wire. They could say, you can only come on every second Thursday of February and that's it. Or just say, we've decided not to now, so you can't come anymore. And I would really support a change in access in England and Wales that defaults in very similar ways to Scotland to say, actually, let's have a right of access to the land with sensible exceptions rather than the other way.


And the reason is twofold. The first is that it would create more access for more people close to where they live, which we all know. The evidence is stacked up that is good for our health and that is good for our mental health, our wellbeing, our social cohesion and resilience. But also really good therefore for productivity, for keeping people in work, keeping people economically active, reducing costs to the health service and social care services.


All this stuff is the return on investment is fast as soon as you've got viable green. Access. People just are better. They're more, okay. So that's one thing that you actually just increase access for people and you still need things like car parking and litter bins and styles, or not styles, gates, sorry, don't have styles 'cause they're really terrible for access, but accessible gates.


People will want paths as well. Not everyone wants to try and, plunge their way across a river or kind of try and tread down the kind of the scratchy brambly edge of a field side. Some people want to do that, but some people will want to path. But the other thing, the reason that I think access reform is really important and why it would create a kind of a real step change that is important in so many ways beyond just being able to go for a walk or a bike ride.


It changes our relationship with the landscape and it changes that sense of ownership and belonging and responsibility to one, which is, this is also my place. This isn't private property where I am here either under duress or with permission that can be withdrawn at any moment. This becomes a right, and with that right becomes a profound responsibility that this is my land too.


It's my responsibility, it's my duty to understand it better, to care for it and perform. There's a campaign group, the right to, and they call it wild service, which is also the name of a type of tree, the service tree. But fundamentally it becomes about a reciprocal relationship with the land and with nature.


Not one where you go as a consumer to use it recreationally and then you withdraw yourself back to where you came from where you rightfully belong, which is in a town somewhere, but actually this is land that is ours and that it feeds that much deeper essential relationship, which at heart acknowledges that we are part of nature and that we need nature and to care for nature is an act of service, but also an act that fulfills us profoundly.


Ben: So it leans away from it being a transactional money thing to stewardship and thinking about the long term and our relationship with the land and everything. I think that absolutely. Yeah. That's really fascinating and I. I hadn't also picked up until I was reading about your work that I think you are patron of the Witch Way National Trail and I discovered I didn't know anything about this trail and it's really ancient.


What drew you to that and what should people know about this trail?


Mary-Ann: The Ridgeway National Trail. It's one of 16 different national trails around the uk, which are designated in the same way under law. They're designated in the same way as national parks and national landscapes. Things like the High wheel or the Rocha Hills or the Lake districts, or the Peak District or south Downs National Park.


So these national trails are supposed to be jewels in the crown that really celebrate the the most iconic or culturally specific or unique in terms of the, the ecology of our landscapes. So things like the Pennine Way the walk along the Hadrian's wall the walk along offers Dyke on the England Wales border.


They're all national trails and the Richway National Trail has this kind of nickname as Britain's Old Road. And the National Trail section of it runs from Ivanhoe Beacon in Buckinghamshire just north of London, to Overton Hill, which is basically Avery in Wilshire. And it's about 87. It is 87 miles long, so if you wanted to walk it you could walk it in I guess a week or so.


A lot of people, some people but you can walk like little sections of it. And parts of it are the kind of Western half, the Wiltshire Northwest Downs end of it is accessible for horse riders and people on bikes as well. It's mostly bridleways, whereas the bit that goes through the Chiltons, the Chilton Hills is mostly footpaths, so you can't take a bike or a horse there.


And it's. It's remarkable. It follows the chalk escarpment that kind of runs, um, from northeast, basically the wash in Norfolk in East Anglia, down to kind of line Regis in Dset across that kind of bottom corner of the kind of UK mainland. And it follows the high ground. So you get really distinctive set of species of wildlife because the specialize with this chalk grassland.


But you also go past so many extraordinary archeological monuments that just are mind blowing. It's a really beautiful walk. And because it's chalk where the path is, it's exposed. And so you are literally following this really clear, distinctive white line through the landscape. And, it's inspired.


Lots of artists people like Eric Rubius who painted these landscapes where you've got this line of white that cuts through arching up and over these kind of rolling hills. And sometimes even though you are in really the most populated corner of Britain when you're up on the redway, you can, it can just be you, skylarks and some hares.


And it's really beautiful given that it's so close to so many towns and cities. It's it's quite a remarkable place.


Ben: That sounds amazing. So I have two teenage You should go. Teenage. Should we go? Yeah. I have two teenage urban boys, so this is definitely would be one on our list.


But is there a anywhere you'd recommend, I guess I'm London centric to that, but if we're to go anywhere in the uk. Where would you say we should go and have a visit or have a little adventure?


Mary-Ann: Why not start? Let's start on the Ridgeway. There's a really cool bit of a walk where you can walk from no, hang on.


Let's scrap that. So I'm a big fan of Avery Stone Circle. I Okay. Think it's better than Stonehenge. Sorry. It's better than Stonehenge. Sorry. Stonehenge. Partly because you can get up close and personal to the stone Stonehenge. You have to stay on the path and just like squint to see the thing and you're like, oh, is that it?


It's a bit small. It is impressive. Fine. But it's not cool. It's not viscerally amazing. Yeah. So going to Avery and you can hug these absolutely enormous, like tons and tons of stone and kind of wonder, genuinely marvel at the construction of the biggest Henge in Europe. It's a super henge.


It's so big. It's got a village in the middle of it. And then you've got these various stone alignments. You've got circles within circles. You've got these huge earthwork banks. You've got a Stone Avenue that leads out of the village. And if you walk up the Stone Avenue, a carry on for a. A kilometer and a half carry on for about a kilometer and a half.


So not too bad. Even for people who don't love walking, walk slightly up a hill and you get to a place called West Kennett Long Barrow, which is from about five and a half thousand years old. It's an old to from the late stone age, and you can go inside the spooky tomb and you can literally sit inside a prehistoric tomb that is older than the great pyramid of Giza.


Wow. And it's literally just you and a footpath and you can wander in and and it's it's on you to explore, which I think


Ben: I'm definitely gonna, I think we're gonna try and get there this year. And I suppose there's a whole ancient community complex around this, or was it more just a religious pilgrimage site?


Mary-Ann: Such a good question. Ben Avery is obviously. Really important. We don't know quite how it was used, but it certainly, it has ceremonial proportions. One of the really interesting things actually about lots of different Henge monuments. So Stonehenge is officially a hege because of a tiny earthwork way further out than the kind of big stones that you see.


And a hege is it's got a coming from the outside, it's got a bank of earth and then a ditch. So the ditch is on the inside of the circle. That's officially what makes something a henge as opposed to, if you think about like defensive earthworks around a castle, you would have the ditch on the outside and then a much bigger bank on the inside.


'cause you're trying to stop people from getting in. So they have to get down the ditch and then they have an even higher climb to get over the bank of earth with a wall on top or what have you. Whereas a hinge from the prehistoric period. So in the late stone age and the Bronze Age, what you end up, what you have as a kind of theme is that you've got the earthwork on the outside, you've got a bank and then a ditch on the inside.


So it's more like it's containing something on the inside rather than preventing something from coming in from the out or. Maybe the bank is for sitting on or standing on. So you can see what's happening inside the circle. So it focuses attention into the circle. And so one of the thinking, one of the kind of theories of how these henges might have been used is that they are communal gathering places where dispersed communities can come together to.


Either bear witness to some kind of important ceremony, or maybe it's a place where you go for particular processions or occasions, perhaps seasonal. Again, seasonal times that kind of mark the end of harvest or mid-winter or the kind of effectively like a brilliant knees up in the middle of summer where, you know, people hook up, you make trade deals, marriage arrangements, everyone gets wasted.


You have a big pig, barbecue, whatever it is, which we find at Dorrington Walls, which is a site near Stonehenge. They were just massively keen on pork barbecue. So much so that they throw carcasses away that have lots of meat on them still. And we can tell that because all the bones are still articulated.


So you know that the kind of the flesh and some of the tendons and stuff. So we think of the stone age as everyone kind of scrambling for a final, tiny hazelnut to stave off starvation. But actually they were doing well enough that they were feeding their pigs apples and honey, we can tell 'cause the pigs have rotten teeth.


They've been fed such sweet diets to sweeten the meat probably.


Ben: And they had lots of food waste as well then, or at least at times. And had food waste. Yeah.


Mary-Ann: Yeah, exactly. So this kind of conspicuous consumption.


Ben: And maybe had these, ritual performances and things, it really strikes me that these ancient civilizations, or even not so ancient, were just so much more sophisticated than my kind of lay interpretation was.


And actually a lot of the techniques and skills, some of which we couldn't even replicate today and have no idea what was going on, but also that civiliz what we might consider civilization or these techniques happened a lot earlier than it would seem, I dunno, I'm gonna pronounce this correctly from the Turkish site, but Ger Beckley Pepe, I think that's how you talk about that.


Yeah. Yeah. It seems that is ancient and they were doing things so far before we thought that humans started doing these type of things, and that might then apply to everywhere else in, in the world we're thinking. I dunno what you think about that or what kind of this, thinking about how it should change our view around what.


Ancient humanity has been doing and what we've been doing all of this time,


Mary-Ann: I I think you're right recently and in with increasing frequency, we have dating techniques that are more accurate. You used to be able to say, oh, it was somewhere between 12,000 BC and 8,000 bc, but we're not actually quite sure.


Whereas now we've got techniques that can really hone down dates or you can get a kind of sample from a particular type of artifact or biological residue. That means that we can get just a lot more information without destroying the thing in the process. But yeah, basically. Most frequently the thing that we thought first happened in 4,000 bc then you suddenly get dates.


For example, Quebec tepi this really extraordinary kind of ceremonial complex where there's evidence of early agriculture there's evidence of narrative storytelling in these kind of carved panels. And you just think. Oh, we need to recon, reconfigure that. There's even like way deeper in the past, we've got evidence of Neanderthals, for example creating a rock art making shapes of hand prints creating ceremonial structures.


This amazing super weird site in France where they found Stites arranged in a circle deep into a cave system far beyond the kind of natural light. And the only people who were around at the time were homo Neanderthal lenses, not homo sapiens, not us. And so you go, oh, we need to reconsider them.


That they weren't knuckle dragging idiots. They were. Sophisticated, creative capable of that kind of abstract thought. So quite regularly the kind of list of criteria that we use as human exceptionalism. Oh we are the only animals who do language. We're the only animals who create art.


And you go oh. No. It turns out Neal did that too. Oh. It turns out that, whales use vocalizations that distinctly identify different individuals, which you might otherwise call a name, for example. Yeah. You are right. They're not sitting around the whale equivalent of a campier telling stories about, the gods and monsters as far as we know.


But we constantly underestimate both other. Species and we constantly underestimate the humans who came before us. I think that's the one that's the, I think that should be on the list of human criteria. We're just rude and exceptionalist


Ben: regularly. And maybe I dunno whether it's this, I guess you could almost say it's a slack of imagination, but I was reading a lot about, and observed, for instance octopus.


So this is almost like ancient. And for as far as we can tell they might have their own culture, their own humor, their own sort of society. But it's so other, so alien. We can't imagine it. And we don't have their language, but it, they might go we can't understand your language.


Imagine if you could trade with octopus or speak with ants. Ants we could do so much for ants and ants could do for us if we could treat them on a level, but obviously it's not there. It's a little bit science fiction.


Mary-Ann: Yeah. But you are right. I think we. You think who, who loses when we have that failure of imagination or failure of curiosity?


And I think sometimes it's not because we can't work it out, it's because the impact of acknowledging the sentience or the importance or the integrity of that particular organism would profoundly force implications and changes in the way that we act, that we take for granted that put our needs first.


But fundamentally, we are, facing climatic Armageddon and a massive crisis in biodiversity collapse. And so business as usual is. Clearly not working. And because we're short term, it's that failure of imagination. And because we've got so much kind of vested interest in, for some of us, often the people who are pulling the levers of power and money where money goes they have enough vested interest in maintaining some version of status quo.


But it doesn't serve us, not as a species, not for the majority of us, in fact of the kind of 8 billion humans on the planet, and certainly not for the broader spectrum of non-human kin or other than more than human. If you want other than human.


Ben: Yeah. Maybe it's this failure of imagination, like you say, and vested interest from a minority.



Ben: Willful blindness.


Mary-Ann: It's interesting to contemplate what, don't, the thing that history teaches us is that we don't learn from history, but the same mindset of kind of dominion and fundamentally an exploit, an exploitative relationship, I think is ones that, you can see writ through with our relationship with the natural world, but also written through with cultures around the world through colonial and imperialist.


We've basically got that same imperialist mindset and we've we can point at the harm and say, oh, there's a thing that happened that wasn't great for some people except, maybe others. Yeah. They go, the railways were fantastic for India, well done us. And they should say thank you. The kind of the flip side of that is that if we perpetuate and continue and keep feeding those uncritical, unpro, ways of shaping how we understand the world, then we continue to cause the same harms.


Ben: Yeah. So I will put a glimmer of silver lining in that we seem to very slowly, much too slowly and much too painfully do achieve small bits of progress. So we went from slavery to women's rights, minority rights, disability rights, but.


Still more to go on all of those really to, to some extent and really slow. But they did come in. But I, I have a a thing within disability. It's why is that being so slow for it and continues to be so slow? But, when you look at it over human generations, at least you can see there is some, although I don't understand why we can't do it quicker for some of these things because they are only human made constructs, which we are disassembling and reassembling.


But there, there is a sliver of that. I do think we, we have made progress, but it does seem to be so slow on that.


Mary-Ann: Yeah, I think, yeah, I think you are right.


Ben:  I only mention  it because I, because when I speak about with this, my son I don't want him to give up hope as well because sometimes if you feel you can't do anything, then you end up not doing anything.


On the one hand, you don't want to you don't want to negate the scale of the problem or the challenge and the bad stuff that we do. On the other hand, you don't want to think that, oh if this is the case, then we're always powerless and we might as well give up.


So you've gotta got this weird balance of where you are in advocacy of we've gotta hope for the best, but we're also planning for the worst type of thing.


Mary-Ann: Yeah. And I think that idea of hope not being optimist, it doesn't need to be about optimism, it needs to be about a commitment to continuing the change.


Even though it's hard, even though there's no guarantee that you will succeed, the endeavor itself is of value and should not be ducked. I think the other thing is you are absolutely right. It's really easy for us to be pessimistic and go, oh, isn't things, aren't things terrible?


And they do feel admittedly quite terrible at the moment. And all those gains that I thought to some extent we had down there was consensus that this was a good thing. Now feel like they're at renewed risk of going backwards, particularly with the Trump presidency in to a kind of a lesser extent with, for example disability cuts announced by the kind of labor government in the uk.


You go, hang on a minute. What the things that we took perhaps were a bit complacent and took for granted. We thought we'd won that war and we could move on or won that battle and could move on. I think we need to potentially keep reasserting, the value and the why which is exhausting to say no.


It's important that, disabled people have every opportunity to live fulfilled lives. Whether they're the working, getting people into work or whether you are unable to work, you still deserve to live a fulfilled and, coherent life that has that is, beyond mere survival.


I, you think didn't the Victorians decide that was probably appropriate? Didn't we wasn't that, didn't we beat women's suffrage as a kind of concept?


Ben: Yeah. Settled that a while ago.  I'm interested in your creative and writing process, 'cause you do all of this traveling and broadcasting and storytelling. You are a brilliant presenter, but you've also written all of these amazing books. I asked Cisco a number of people, and there's no right answers, but I'm always really fascinating.


Do you write in Burst? You keep notes, do you keep a little drawing pad where you are as well? Do you do it in weeks at a time or every day? How do you like to write and how's your process?


Mary-Ann: Oh, it's such a pertinent question at the minute, Ben. I have a very long overdue writing project, apologies to Mike at Pan Macmillan and it is coming who's my editor?


So I have two small children, one's six and one's three. And that has massively impacted my ability to, I think, go with what feels like the natural rhythm of my writing and creativity because it has to be shoehorned in between all of life and the kind of caring responsibilities.


Naturally left to my own kind of will. I would write from the afternoon into the evening in long days. I'm like more plotty, shyer horse than I am sprinting thoroughbred for sure. It takes me a long time to percolate and settle and faff about, and then I start to slowly get into the writing.


So I find that actually to get. Proper big bits of writing done. I basically have to leave my family and go and stay. I go and stay in a youth hostel where there's very little else to do, apart from going for a walk or sitting and writing. Those are my two permitted activities or go for a run or something like that.


Because otherwise I just end up, I don't know, I'm just making spaghetti bolognese and then putting the washing on. And then by the time the kids are in bed, you're just like, oh, I'm tired now. So working in short bursts does not work for me. It does for like adminy stuff, but like the big brain work, I need hours and hours on end.


And probably days upon days where you build up that momentum I'm definitely,


Ben: Do you edit as you go or do you put it all out and then edit? Afterwards, which you need your buildup of days.


Mary-Ann: Yeah, I try not to. My husband, Joe Craig is a, an author. He writes children's books fiction and I write nonfiction.


So the kind of, the activities are slightly different, but there are elements which are the same, which is and many years ago, I actually overheard him giving advice to a youngster who was saying, oh, I want to write stories. What, what do I do? And he said, basically, imagine that the writer and the editor are two separate people.


You can't do both jobs at once. So write first, edit second, because otherwise you get stuck trying to perfect before you've created, get it down in some kind of messy draft. The first draft is always shit. Make peace with that. That is part of the process. You don't need to show that to anyone, but you also want to turn off the critic in your brain so it doesn't get in the way of, you don't want someone standing over your shoulder going, that's a terrible, clunky sentence, right?


Or that's not the right word. Or, cool, you are not as bright as you thought you were, are you? You don't want any of that. Hush, hush, go away, make a cup of tea, annoying critic, editor person, and you just get it down with no judgment. And then you do the next stage, and then the next stage, and then another stage.


And that's where you can be a bit more critical and move stuff around. I've just started using Scrivener. Yeah. As a software. I was attempting to write this book that I'm working on at the moment, which is a history of our species, but short and very readable. It covers Quebec, Lee Tapi, in fact and Neandertals.


I was really struggling with a Word document of such a long manuscript that kind of has so many aspects that relate to one another. So I gave Scrivener a go, which I found very helpful because it also has the functionality where you can just make everything else go black, literally go black, and you've just got words and you don't get distracted 'cause it it looks and feels like words.


So you're not faffing with a really complex bit of software.


Ben: A decent amount of, screenwriters actually in some playwrights use a kind of Scrivener type thing. I use although I haven't done a long piece for a while, and I'm not sure I quite have the space around 'cause of children's things.


The post-it note strategy, which was the kind of analog version of a kind of scrivener. So when you have a scene or a little chapter, but also, or even something which would only be two or three paragraphs worse, and you have the heading, but you're not quite sure where you place it and you don't want to lose it.


You have it, but you also wanna go, oh, you know what, it's no good being in the middle, in the first third. It actually has to go all the way into the middle third somewhere. And you rearrange those or you realize you know what? That's no good. So you just pair up the post-it note and put it somewhere else.


Mary-Ann: Yeah. Yeah. That, that feeling of having no, nothing is sacred when you're editing. And you might have spent hours, days trying to get a thing. Clear or sorted, and then you go to review it and you're like, Ugh, I don't need it. Yeah. It shouldn't be here. Doesn't fit. Yeah. Yeah, it doesn't fit. But I'm a very paper-based person.


I like still use a paper diary, for example. I do try and get some of it online and I've, what I tend to do, I dunno why I do this, but I tend to create like email drafts to myself. So I use my drafts folder on Outlook to get down a kind of, like you say, a line or a link or a something.


Just again, because I'm, I I'm. I don't madly, I don't enjoy spending time interfacing with technology. I'd much rather be digging a hole outdoors or doing something in the naturey outdoor space. So the thing that even though it's clunky and doesn't quite do the job, it does the job well enough with less kind of mental friction.


Ben: Yeah. Yeah. My, my wife Anish actually does that quite a lot and she's she's writing in a kind of nonfiction narrative sense as, as well, but I'm always really worried. It's oh no, it's gonna, you're gonna lose it in drafts or yeah, but it's somewhere where you don't lose it and things.


But yeah, no, that, that does happen. That's what happen. Write and things. Yeah. I don't, if it does work to me joke. Yeah.


Mary-Ann: I yeah. I should, the kind should is always a terrible, it's, it is never that useful in any bit of life, but as a writer as well. I should be more organized.
 


Ben: Creative messiness though I'm really in favor of it, that actually it sometimes means you get linkages and ideas that you wouldn't otherwise if you are too rigid and rigid in form. Maybe that's just an excuse, but I do think it's, I, yeah, I do think it's true. Think


Mary-Ann: that's, yeah, I think that's very true and I think I'm, I dunno if it's a kind of stage of life or it's an age thing.


But I'm definitely less bought in to the idea of efficiency and kind of high output productivity now. Yes. Because a, it's not very sustainable. You burn out, but also because the, it is really easy, isn't it? In our kind of, in, in the world in which we live to feel like that's where your value as a person lies.


And it's really. Helpful, I think to sometimes just go, but why are you doing that? Yeah. What value does it value in perceived in a much broader sense, rather than, are you gonna earn money? Are you gonna earn lots of money or no money? You actually go, look, what does this add to your obituary for argument's sake?


Or by, creating some sense of positive legacy, not in an egotistical way, but in a kind of, have you left the world a better place? Yeah. And if you weren't that, ah,


Ben: riffing back to our idea of stewardship earlier. Yeah. And I do think it's almost in all things like big or small or personal or organizational, that the offset to efficiency.


There's trade offs in everything. Tell us, the economists say the offset of efficiency is less resiliency. And you see that to the extent that you make things just in time or one supply line really cheaply because this is really efficient.


Mary-Ann: Yeah.


Ben: You are much less resilient as a person, as a system, as an organization, as when something goes wrong and something always goes wrong.


If you have a single supply line really efficient, your supply line is disrupted, you have no more business. And so actually this is a lesson I think I take sometimes from nature. Nature has a lot of redundancy, which actually is resiliency in some ways. It's efficient in some ways it seems mysteriously inefficient, but it's not inefficient in this operational sense.


It's because it's building these other things other things around it.


Mary-Ann: Exactly. Yeah. And it determine, it depends on the timescale that you're perceiving as well. Yes. Like how big is the perceived, what are the parameters of your project? Inverted comm, and you're right, yeah. The idea of kind of redundancy or inefficiency being bad and you go, actually, if you reconsider, maybe that's the most important thing.


I was struck, I was chatting to a a youngster I know the other day who's 12 years old and was talking about doing duke of Edinburgh Award and how it wasn't really of value anymore unless you do your gold, duke of Edinburgh, the bronze and the silver, everyone's got them, so they're not really worth anything.


And it really struck me that for that youngster in their kind of social circle and their education circle. It was perceived as, what is the product, what is the output rather than process or what you might get from it By doing community service, by learning skills to go hiking and read a map by learning about a different project in a kind of follow your own nose, Montessori indulge your own learning and curiosity.


And I thought, oh no, what we're failing our youngsters.


Ben: This is exactly your point about the transactional nature of some of these items within nature. And to roll, lean back that obviously the majority of the value is not in your little gold, bronze, or silver certificate. Yeah, the majority of the value has to be in the experience and everything, but if you're only doing it for the certificate, then obviously you lose everything.


Anyway. Last couple of questions for you. Would be current and future projects, and then we might also tip into kind of any advice, thoughts you have, but maybe yeah. Current or future projects that you would like to highlight.


Mary-Ann: So the big current project is this book about humans, which I, I started writing a number of years ago and then put down basically because having very small children fries your brain, it turns out whilst also trying to keep all the other plates spinning.


So it's back up and running now and hopefully we'll get finished. I'll finish writing in that in the next few months. Basically, it's a short, super readable history of our existence as a species as really complex, socially, elaborate people, creatures, animals from the species that first started walking on two legs, so about three and a half million years ago.


To now to how our, that inheritance might shape how we respond to future challenges. But all readable and all quite sure. So not as thick as some books written on this subject. The idea is if you're a quick reader, you should be able to read it in a day. Excellent. That's my plan. Turns out writing short is harder than you think.


You think, oh, just dash it off. Nah, it turns out it's taking me longer to write a short book than it did.


Ben: Yeah, it there isn't that aphorism. I'm not sure who, is it maybe a tribute to. Is it Oscar Wilde or maybe Mark Twain? Something like, I'm sorry, this letter is so long I didn't have long enough to make it shorter or something like this.




Mary-Ann: exactly. I endorse that sentiment. It's exactly right. Yeah. Because you have to boil it down. Condense, yeah. 



Ben: It Takes  longer, but you not lose most of the meaning and everything that you want to say. Exactly.


Mary-Ann: Exactly. So that's taking up a big chunk of time. The other thing is as you mentioned before my role as president of CPRE, the countryside charity, there's so much stuff that's coming our way in terms of land use frameworks, in terms of energy infrastructure and build out of kind of grid new homes.


The government have committed to one and a half million new homes in, within five years, probably unachievable. But how you go about doing that, even in the kind of steps towards that, there's a way of doing it well, and there's a way of doing it that will cause really great harm and actually just make loads of money for the mass house builders, but not deliver affordable housing, social justice or protection of the natural environment.


So there's lots of stuff coming to CPRE that we feel passionately about, want to advocate strongly for drive policy influence. But also I think my perspective as president, like the public facing, person who shunters on in public about this stuff is to make sure, or to invite more people into the conversation and for people to go, actually this isn't a niche thing about boring planning. This is actually about how our country looks, how it operate. Our lives. Our lives. Yeah. And in the kind of same way that people say, oh I'm not, I don't really do politics.


And you go, of course you do politics 'cause you eat and you drive on roads and you live in a home and you think about what the future might look like for you or for your family or for your loved ones or for your job, of course you do politics. And so I think that I feel the same about everybody should, does countryside issues.


Whether you live in a high rise in the middle of the London Docklands or you live in a kind of rural cottage in the middle of Rutland. It doesn't matter. It matters to us. It. These things impact all of us, and we should all have a say. Yeah we need to grow our ecological literacy and confidence to, to speak out on these issues.


Ben: Yeah. I should have asked you about sustainable development in. Rural Britain or even Britain o overall. So maybe I'll sneak one in because there's this debate very live, particularly within England, around sustainable development, solar panels, local communities and maybe around this green belt.


So I've been to bits of the green belt and some bits of the green belt are really horrid, but some bits of the green belt are really lovely and it's this really difficult, this is this balance that we have that, we have got needs and we also want to protect. We also need to develop, but not lose but not lose.


What's really valuable about the past, and I see this in reading some of your books around some of the sites that we have or like this old wooden church and the like, the by. Able to incorporate some of the, now with the past, you actually keep the past alive and that's what people did in the past.


And then sometimes if you ossify something like when the green belt was set up, it might've been fit for purpose, then it might not be fit for purpose now, but how do we save the bits that we want whilst not letting it over? So that's a massive, huge question on the sustainable development, maybe seen through the green belt, but I don't know if you had wanted to share a couple of thoughts on that.


Mary-Ann: Sure. So the thing about the green belt is it's a planning designation. It was set up to prevent urban sprawl. So when it first got set up it was in response to development that was really ad hoc. Basically, you'd have a kind of a trunk road coming out of a town and developers would buy up the land and then they were building houses along the full length of these roads and then building out either side.


So then towns would get merged. And if you. Allow that to continue and you let the kind of the economic driver just push where development happens without a kind of strategic plan, you end up with Los Angeles where you can literally like just sit in a traffic jam for a day and not get anywhere.


Or drive and drive and drive and drive and drive, and you're still driving through suburbia and it's all car dependent and it's none of it is sustainable. And you go where is your food coming from? Where is your fresh produce coming in? How in particularly pertinent to us now in 2025 looking forwards, how are we going to mitigate for flood events?


If everything is built up how are we going to protect from heating within urban environments? If you don't have any green canopy cover, if you don't have areas nearby that provide biodiversity what happens to all these systems that are absolutely on their knees? Because we have undermined their what we were talking about before, we've undermined their redundancy.


You go, oh, we don't need this scrubby hedge row. We'll put more houses, or we'll put a car park here, or we'll build a factory or a data center. Or we'll expand the dual carriageway to a four lane motorway. That means that people can get to wherever they're going, or in a car individually, one single person in each of those gas guzzling cars or electricity guzzling cars.


Doesn't really matter what it's being fueled on. That's where we're going to invest time and money. But it's also where investing land and land is finite. Once you've used it up, you can't earth more up out of the sea. And the Royal Society did some modeling and said, and this was for the previous government, this government have even more commitments to what land they're using and for what.


But the previous government, the previous Tory government all their commitments for land, if you met each of those commitments for farming, for building, for energy infrastructure you would need, we would need a piece of land twice the size of whales to meet all the commitments unless you stack up benefits so that as it's called multifunctional land use.


So actually one of the ways to do it is to, for example, instead of having a solar farm here and a food production farm here, and a carpark there, why not put the solar panels as a canopy over the carpark and then actually you retain land for. Maybe it's wildlife restoration, maybe it's more food production, maybe the land that is being allocated for food production or protected for food production that's already being farmed.


How can we farm that in a way that is nature friendly and regenerative? Bearing in mind that I think, we throw around these terms like sustainable farming or regenerative farming, and you go what's the opposite? It's unsustainable and degenerative. Who's voting for that? And the only people voting for that are the people who either can't see what the alternative looks and feels and how it pays, or people who are profiting from the system as it stands.


In the short term because in the long term we all lose when, all of Carlisle is underwater. When there's massive supply chain shocks, when you go to Tesco's and you go, where are all the apples? And you go, the apples aren't here because there are no pollinators anymore. And you go, shit, can we get them from Senegal then?


And you go, no, 'cause they're screwed as well. Yeah so land is finite. I think fundamentally land is finite, so we have to use it really carefully. And up until now, the vast majority of us haven't really thought about it and haven't really had a say in how it's used. So I think the one thing I'd say is that we need to be really smart about how we use this finite resource.


And the other thing is that we need to ensure that democracy and democratic input is really strong and protected in that system of deciding and decision making fundamentally. The kind of that bottom line, which is democracy isn't about putting a tick in a box every five years. It's about having a meaningful say about things that shape our lives on an ongoing basis, in a way that you are both knowledgeable enough and empowered enough to have a meaningful input into the process, and then that input is taken into the consideration and the output.


You can see how your input impacted on the final outcome. As opposed to people going to public consultations, feeling like they're really impassioned in terms of what they're arguing for or what they're saying. Have you thought about this or we're worried about this, and they it feels like a kind of a paper exercise where someone's nodding why bother having them 



Mary-Ann: If entirely disregarded because that's again, where you feed the rise of populism. People who feel like they're not invested in the systems of power and they go screw you. I'm gonna vote for those other crazies who are saying, we'll give you what you want. Yeah.


Ben: Strong democratic processes and much better thinking about.


Land use. Okay. That sounds pretty good. There you go. Yeah.


Mary-Ann: If we could last, if we sort that out that Yeah. Yeah. Then


Ben: that you can think, oh, I had a great time as president. Okay. Last question then is, do you have any advice for people, maybe these are people who want to do more with nature or maybe it's your amazing career of being both anthropologist and into broadcasting and in, into creative arts or any overall life advice that you would like to give listeners?


Mary-Ann: Oh. Oh, such a loaded question. Okay. Two. I'll go two things thing number one, career advice, particularly for youngsters, but actually I think probably relevant to everybody. And I have to remind myself, I give myself this advice too, which is that it doesn't all need to be part of a big plan. Say yes to stuff, follow your curiosity.


See where it leads be open to the journey rather than the transactional output. And in terms of connecting to nature, don't feel like it needs to be big or once in a lifetime. Or exotic or remote or expensive. It can literally be, we started Gorilla gardening, the patch of land at the end of our street.


And I live in suburbia just outside London. And it had some really scrubby bushes that maybe the council would've come and laid at the start of the season. But actually me and a couple of neighbors went, hang on let's try and do something with that little patch of land. We haven't got permission, but I contacted the local garden center and said, we're doing some community gardening.


Can you help us? So they gave us some vouchers to spend on plants, wildlife friendly plants. We've got some seeds that we're all pulling propagating on our window sills that we'll plant out when the little fellas are a little bit bigger and, and honestly the combination of social connection, investing in your place, people walking past going, oh, hello, what are you doing?


And just starting little conversations. It's lifted the whole feeling of what matters and that you find common ground with people that you might otherwise not have an opportunity to chat to or not feel like you are allowed to stop and talk to them. And actually the outcome is that we have a nicer environment for the people and a nicer environment for wildlife.


And we've made friends with each other. Yeah. So yeah, start small. Doesn't need to be expensive, doesn't need to be time consuming. Go for a walk and stop and use all five senses. What can you smell? What can you hear? Feel something, find a funny little bit of moss or a bubbly brick look. Notice the lichens growing on, or the mosses growing on the side of a tree or the side of a brick wall, or whatever it is.


Notice where the birds fly and where they don't fly. And don't forget to breathe.


Ben: Yeah. Oh, that sounds excellent. So follow your curiosity. And for nature, it can be small things. Yeah. So I remember we go mud larking down the river Thames or even just walking on the river, Thames Beach right in the middle of London it seems.


Yeah. But then you're transported far away and yeah. Through these small things


Mary-Ann: Or beyond yourself. Yeah.


Ben: Great. On that, Mary-Ann, thank you very much.


Mary-Ann: Thank you for having me.



In Arts, Life, Podcast, Writing Tags Podcast, Mary-ann Ochota, Archaelogy, history, nature

Rebecca Lowe: Exploring Freedom, Moral Philosophy, Technology and the best society | Podcast

February 28, 2025 Ben Yeoh

Political philosopher Rebecca Lowe discusses her views on freedom, equality, and the ethical implications of emerging technologies. Currently writing a book titled 'Freedom in Utopia,' Rebecca delves into philosophical debates concerning obligations to extinct animals, the ethics of eating meat, and the future potential of lab-grown meat. 

On questioning norms and making choices:
“Think hard about what the norms are that you follow unthinkingly. There are many ways to live a good life, and it’s for you to work that out for yourself, because you’re the only person who can have any epistemic access to that.”

On fiction and its philosophical role:
“I feel quite strongly that people who don’t spend time reading fiction are really missing out on one of the great things about being human—the capacity to separate out from your daily life, think about other worlds, imagine.”

She also touches on the moral considerations surrounding artificial wombs, the possible role of ChatGPT as a tool for philosophical inquiry, and her disillusioning experience running for political office. Rebecca emphasizes the importance of decentralization, freedom, and respect in society while also sharing her creative process and insights into leading a fulfilling life.

Summary contents, transcript and podcast links below. Listen onApple,Spotify or whereveryou listen to pods. Video above or on Youtube.


Contents

  • 00:22 Reviving Extinct Animals

  • 02:29 Moral Implications of Eating Meat

  • 07:47 Future Moral Consensus

  • 11:25 Consequentialism in Healthcare

  • 19:21 ChatGPT as a Philosopher

  • 25:28 Artificial Wombs and Ethical Questions

  • 30:33 Rebecca's Political Journey

  • 34:43 Creative Process and Philosophy

  • 37:50 The Importance of Reading Fiction

  • 41:03 Imagining the Best Possible Society

  • 42:19 The Role of Prisons in Utopia

  • 46:01 Education in an Ideal Society

  • 49:05 Cultural Goods and Utopia

  • 52:18 Healthcare and Resource Allocation

  • 55:11 Under rated / Over rated

  • 58:55 Final Thoughts and Advice


Transcript (This is AI assisted, so mistakes are possible)

[00:00:00] Ben: Hey everyone, I'm super excited to be speaking to Rebecca Lowe. Rebecca is a political philosopher. She has a particular interest in rights, freedom, and equality, and she's currently writing a book called Freedom in Utopia, in which she thinks about freedom in the best possible society. Rebecca, welcome.

[00:00:19] Rebecca: Hi Ben, thanks for having me, great to be here. 

[00:00:22] Ben: Would the best possible society look to revive the woolly mammoth? 

[00:00:28] Rebecca: Do you know, actually, I've been for ages wanting to write something about our obligations to extinct animals. I think there are some really interesting arguments to be made about this when that technology becomes possible.

I don't know enough about the science. I need to, I've got some scientist friends I should ask. Maybe it already is possible. I'm aware, I think some philosophers are writing about this. I haven't actually read that stuff, and I should. But I have this general interest in things like how the demands of morality change when new things become possible.

What are our new requirements? What's permissible? And it does strike me that in that it seems like we have obligations to prevent current animals going extinct. When it's possible to bring back previously current animals, what do our obligations lie? I also just think a load of those animals that are dead are really cool.

I'm probably the stupid person who would want Jurassic Park to happen. So yeah, would it have woolly mammoths? I hope so. 

[00:01:22] Ben: So there are a couple of current projects actually coming out of long now and brand stinking. So there is a project to revive the woolly mammoth and they think they can do it.

But as a stepping stone to that, they actually have revived extinct species of a particular tree. So it's a first step for plants, which they think also might be. Might be positive but there's a kind of techno optimist critique in here somewhere because there's some thinking that the woolly mammoth Might be able to help I think the tundra for instance the tundra in siberia where historically they may have helped with things like that potentially going too far but there is some thought on that I might be a little 

[00:01:59] Rebecca: anxious if the reasoning was, to instrumentalize it.

I'm not sure if the tundra You know, the Tundra argument would count as that, or if, I'm sure people would come up with parallel arguments anyway, but I think I might be a little anxious if a large part of the thrust for bringing back a creature was to use the creature for some some particular end, but that's probably just me overthinking.

[00:02:21] Ben: Yeah, no, I think that is one of the critiques that some do, but then I think not everyone involved in the project puts that much weight on it. Obviously other people have different things. I think one of my moral failings is the fact that I still eat animals. I eat less now than I have ever done, but I still do.

I'm hopeful that lab grown animals like lab grown diamonds will be a future replacement. And I do wonder in a hundred or 200 years, we might view eating meat a little bit like slavery is why on earth did we do that in terms of social or moral progress? However, today, when I am presented with animal, I find it's actually respectful to eat any part of the animal given to me, bone marrow, eyeballs, liver, I will actually eat everything.

And I was reading some of your work, which actually had this idea of whether there was respect or not within lab grown meat. Or things. But in any event, do you think eating animals is actually disrespectful like that? And what are your hopes for lab grown meat? Is there some moral qualm about it, which I perhaps might not have considered as a substitute for the meat eating I do today?

[00:03:30] Rebecca: Yeah, I'm a big meat eater. I eat the I eat the marrow and the liver. Haven't eaten the eyeballs. I've probably, have I tried the eyeballs? Maybe. I love eating meat. I tried to give up eating meat. I managed for a few months last year. I have to say I managed by just eating all of the seafood.

Which slightly fails. I just like meat too much. I came to the conclusion there are too many more steaks I want to eat. But that's a failing as far as I see it. I think it's bad to eat meat. And the main reason I think it's bad to eat meat is this respect point that you're bringing up.

So in other words, I think even if all of the animals you ate had the best possible life and the best possible death, found some way to kill them without suffering, found some way to, eat them at the end point of their natural lifespan. However you want to cash it out, I still think it would be wrong to eat them.

The reason is that I think it's disrespectful to eat the dead body of a once living creature. I think most people hold that view pretty naturally around human bodies. That's why you feel You know, uncomfortable walking over a grave or, someone playing with the bones of a skeleton. I think we should afford a similar respect to the dead bodies of animals and, we're not just talking about playing with it, we're talking about consuming it.

And what's more, we do it, at least nowadays, for our pleasure. There are plenty of alternatives. Back in the day when there weren't, or if you're living in a place where there aren't sufficient non meat alternatives, I think that's different. I think if you eat the dead body of an animal, because you need to then I think you've got a load more arguments at your disposal.

But for my [00:05:00] pleasure, because I think it's delicious, when I could be eating something else that's delicious, so I can't even depend on some aesthetic argument. I think it's bad and wrong, but I'm, I'm human. I fail. Do 

[00:05:12] Ben: you put any weight on the environmental arguments? 

[00:05:15] Rebecca: Yeah, I think there's a whole subset 

[00:05:16] Ben: of the different, yeah, 100%.

[00:05:17] Rebecca: It's another sufficient argument, probably. For me, the sufficient argument that holds the most weight is the respect argument. I think for me, a lot of my views around how we should treat each other as humans, but also treat the other living things in our world come down to this point about, basic equal moral respect, something like that.

That's at the heart of my kind of, libertarianism or liberalism, whatever you want to call it. 

[00:05:40] Ben: And that respect doesn't need to transfer to lab grown meat. 

[00:05:44] Rebecca: Yeah, so I've written a thing actually, which I think I pretty much still hold, which is for a long time, I thought that the answer to my problem, which is I really love eating meat, I love cooking meat, my favorite thing to cook is meat, I'm one of these people who go to the butcher shop and, get the cool cut and I'll read loads of stuff about how to cook it, and I'll enjoy cooking it, and, all of those things but I think it's wrong, so that's a Problem, how do I reconcile that?

I thought for a long time, hey, sooner or later, lab grown needs are going to come along and I can, when it's good enough, I won't just You know, gain the kind of the taste sensation and the the texture sensation. I also gain the aesthetic and intellectual value of cooking it and all of those other things, giving it to my friends, the kind of the creative aspect too, I love all that stuff.

I think the problem for me is though that I feel like it would still be disrespectful to the kind of animal it replicates. We're not talking about creating a steak that doesn't look like a steak or doesn't taste like a steak. The whole point is that it's a as near to perfect simulation. And I make an analogy in my little piece I wrote, which I wrote for Eon, which if you're into philosophy, you should read some of these articles.

That's for your listeners. I make a kind of an analogy with video games where you're, um, imagine you had a video game and the aim of the video game was to beat up and otherwise abuse women. There's loads of arguments why you might think that's got sort of moral problems. One is it's bad for you to do bad stuff.

Another argument, however, is that it's disrespectful to womankind. And it doesn't have to be that, the particular instance of the woman is a real woman because the whole point is, it's not, it's a simulation. And I think you can apply the same argument to eating, the simulated beef steak.

It's disrespectful to beef kind to cows. That's, I think that's probably my position, but as as I've just admitted, I eat the actual meat, so it's going to be a little bit less bad, good times, 

[00:07:47] Ben: right? Are there any things today, which in a hundred or two hundred years time, you think we might have consensus on it being a moral wrongness?

So I, I wonder whether meat eating, except for some more narrow cultural things, might be there. And it's interesting we progressed, I think there's moral consensus. Slavery was bad and wrong, and then we had women's rights, arguably we had minority and disability, other rights, which we've had a growing consensus that, okay, that it was morally wrong not to have those rights but in the moment, it's quite hard to judge, you go back to, say, 1500 or certainly 2000 years ago, I think it would have been very, it was quite hard for a lot of them to feel like, okay, slavery was there, aside from maybe some religious thinkers, which is interesting, but is there anything you spot today where you go oh, I really think this is on the chopping block?

[00:08:35] Rebecca: There's kind of two parts to this, aren't there? One is, which is the thing I feel a little more confident maybe saying some things about something like, what are the things in our world that are bad and wrong? The second is a kind of prediction type question and it's, about epistemic capacity.

Are the people in 100 years time gonna have the capacity to know that thing was wrong? As you say, there's all kinds of considerations, maybe people are going to be far more stupid in the future. Maybe people, they'll have been in nuclear war and people will live in silos so they won't gain the advantage of talking to each other.

And I can't make predictions about that. But a couple of things My, my assumption is, so one of them is definitely the eating meat thing. How we treat insects? I don't know if this is just me, but all my life I've been, I don't think even, I'm not even sure what the word for it is.

I remember when I was a kid seeing people, clasping and killing mosquitoes. I remember my uncle, so I'm just going to be nasty about my uncle now had one of those little electric fly zapper things and I just don't get the, I just don't get it when people, I understand if you're in a hotel room with a mosquito in a country where you might catch one of the, Zika virus or something, I'm not really going to have a problem with you killing the mosquito.

I still think you're doing something problematic. If I can get the mosquito out the window, believe me, I've spent time in my life trying to get the mosquito out the window. Killing the mosquito is something I will do, but yeah. I'm, the idea that you just kill the spider, and not just kill the spider, but have fun, enjoy killing the spider, I just find it [00:10:00] morally, I find it morally repulsive, but I also just, I feel like I'm just on some other wavelength or something.

I just don't understand the mentality there. So the cavalier way in which people treat insects. I find astonishing and it doesn't mean I think you've got to go along, with a little brush and glasses looking at all of the, the speech ahead of you. I'm talking about voluntary intentional destruction, enjoyment in the destruction of a living thing.

I find this incomprehensible and I hope, I can only hope the people in the future look back and discuss. 

[00:10:34] Ben: That's really interesting. That's the kind of respect for living things idea. I find that interesting because you argue against consequentialist ideas in your sub stack. So this is the typical utilitarian thinking about the ends justify the means and the like.

And it's interesting because actually a lot of. Say effective altruist utilitarians have ended up being taking this position on meat and actually they do a lot of work on insects And particularly prawns and things like that, which other people find a little bit odd It's oh, why are they paying attention to this?

and they would make arguments that Prawns or insects have a little bit of value and therefore they make this value based argument and they come to it from that side of the argument. So I find it's really interesting that you've also come to it from a respect and principles way of doing that.

But I'm also interested in generally your take about why you feel so awkward around these consequential ideas. And I'd be interested In particularly placing it in typical cost benefit policy decision making and what you make of that in typical political decision a political economy decision and one thing that I think about and I throw to philosophers was within Healthcare economics or as I've noted that one of your parents is also medical ethics So I thought maybe you'd have a really interesting view on this but for instance in the UK, but really under any healthcare constrained budget, they make these decisions, and this is a live one, where they try and compare the cost of saving, say, a preterm baby with, say, a diabetic, and although it's quite flawed, you can get a rough consensus on what they call these quality adjusted life qualities, how much 

[00:12:11] Rebecca: qualities.

[00:12:11] Ben: Yeah, how much is or a disabled adjusted life here, but essentially they're putting a value on life and they're putting it under this constraint of budget, although it's a statistical thing to help them make those decisions. And I actually think it comes from road pricing initially, interestingly, economically speaking, but so they'll go something like.

It costs maybe half a million to save a preterm baby, and it costs about twenty to thirty thousand pounds to save a diabetic in terms of a year life. And if you just do a pure utilitarian calculation you tend not to make that decision. If you survey people, they actually will say, no, I think that I think we should spend some money on babies.

And it's interesting, different types of people are differently on that spectrum. Interestingly doctors themselves tend to be a little bit more utilitarian than just the average sample of the. Woman in the street, but I'm interested faced with that sort of decision. How do you think?

Philosophy helps think about it or in particularly you're thinking of philosophy. Is that something where you think you might have some insights? 

[00:13:14] Rebecca: That's a big question. Where to start I think one thing I'd say is, I'm with I'm not a Kantian I don't even know very much about Kant But one thing I think he's right on is that autumn fires can you don't have obligations that you It doesn't make sense to say you've got an obligation to do something if you can't.

When you're talking about things like healthcare, you have resource constraints. And while we continue to have resource constraints, we have to make difficult decisions at the margin. We have to You know, way up where the next pound is spent. So it's hard to give a clear answer if you're not going to depend upon some kind of equation in which you're, assigning costs and values to different kinds of lives or to different like if somebody is, if it's more expensive to save somebody's life than someone else's life, how do you deal with that?

I think you're right that. There's got to be some space for costing stuff out and whether that comes from road pricing or, insurance and people and actuaries have to be able to find some way to translate what it means in financial terms when someone dies or someone doesn't die or someone suffers an injury.

I understand that. And to some extent that's going to have just, market considerations at its heart. I think for me, a starting point I would use. would be something like urgent need I don't think it can only be what is the, the value in that sense that's assigned to the life, I think it's also what is the situation in which the person finds themselves whether that means that then you preference something like queuing for an allocation thing, so you and I have the same injury, but I get to the hospital first you and I get to the hospital at the same time, but I'm more likely to die.

Those generally are a kind of first place consideration, and my limited understanding about. Allocation of [00:15:00] resources in health care decision making it's rarely that you started it from the point of, hey, you tick these boxes, I tick these boxes, therefore I get priority.

That's the kind of fourth order matter is my understanding in terms of triaging that maybe I'm wrong on that. I'm not sure I have much of a better answer, except that my general position for two reasons is that consequentialism, consequentialist reasoning I think is bad and wrong. The main reason is I think it.

It not only allows or permits, it also sometimes demands certain behaviors which are morally repugnant. I also think you can't do a little bit of consequentialist reasoning. That's a relatively controversial view. I'm with someone like Stuart Hampshire on this. I don't think you can do pick and mix.

You can't be like, hey, for this policy problem, I'm going to do some consequentialist reasoning. That's not to say you can't say something like, hey, that argument Ben just made is a consequentialist argument. I'm just saying that you, qua Ben, can't be a little bit of a consequentialist. You're either a consequentialist or you're not.

It's a totalizing moral theory. You can't jam it together with some other theory. They're not coherent. So I'm saying one thing about, what you're disposition, your belief system is, and one, one thing about what counts as a moral theory or what counts as the kind of grounds on which you justify an argument so generally speaking, this comes back to something we were just talking about before around, overdetermination, so having different arguments for, to come to the same conclusion I think it's often the case that you and I can come to the same conclusion using different arguments.

For me, it's never going to be the case that one of those arguments is a good argument if it's a consequentialist argument. Doesn't mean we can't come to the same place. So I can come to the point in which I think you shouldn't, clap and laugh at killing the mosquito on my, right space pluralist liberal approach, and my friend the consequentialist can come to that purely, on the outcome, teleological and justifying the means position.

I'm just going to say, hey, that's a bad argument. You got to the right place. They don't get a monopoly on the endpoints. Sorry, I'm I don't have a good answer to the QALYs question except I'm deeply skeptical of assigning value in a bigger sense for lives. Yeah. I practically understand the requirement around costing stuff out.

Of course, that's the case in a world of limited resources, and healthcare resources are incredibly important. What I don't agree with are claims like, because this beta sounds down syndrome, therefore it's less. It has less moral value, that life, than the fetus without Down syndrome. Similarly, the person who's 86 has less value in this deeper sense than the person who's 17.

I'm just 100 percent not going to agree with that. And it's not just I'm going to disagree with it. I'm going to think it's revolting. Yeah. 

[00:17:46] Ben: That's interesting. There's a few things I find really interesting in those comments. If you add ask the average person, they do have this sense of what's fair and what's not.

So if you're born with, say, a rare genetic disease, but it's really expensive to treat, there is a sense that money shouldn't have been the stumbling block for treating some of those, even that it will take from, some others that you will end up having to just do a little bit of everything, knowing that you can't do.

do everything. And then the other bit which chimes, because it's one of my big problems with what a lot of Peter Singer writes, which actually comes down to disability rights. And I'm close to disability communities, but it, his strong form view means he ends up having to argue for these things, which feel morally really wrong to, Lots of people, in fact, probably a majority of people, but specifically to say within the dis disabled, disability community.

His 

[00:18:38] Rebecca: position's on infanticide, which he recently clarified in an interview, I think, with the New Yorker. We know that he held this position in the past. But he came out and clarified it again. He still holds it. Yeah. The parent who doesn't want the kid under the age of one can kill the kid. I'm slightly, but not very much you 

[00:18:56] Ben: know, caricaturing his position, right?

That is the end outcome of the, yeah, of the arguments. But and it's really tortured to get there because it's to do with, as far as I understand it, and I haven't Deeply read all of the underlying papers but almost to do with the personhood of animals So you've come he comes this is the consequentialist thing about you sometimes get to these decisions by seemingly very, tortured things 

[00:19:16] Rebecca: Yeah, 

[00:19:17] Ben: But in any event, maybe this is a good other good segue as to do you think?

Chat gpt, let's just call them gpt is a good philosopher 

[00:19:26] Rebecca: Yeah, I do. Again I'm a philosopher, so I'm gonna want to define the terms good and philosopher. Yeah, okay. I have this general view about the term philosopher, which is that most people either have far too narrow or too expansive a view, to a small set of people, like a relatively big set of people. You're only a philosopher if you're one of the four people working on epistemology or metaphysics at one of three American universities. And then on the expansive view, everyone's a philosopher because we all do, we live, philosophical lives and make philosophical comments.

On some level, Both of those views are correct, but they don't really tell us very much, do they? [00:20:00] If you think of a more, a mid ground position, which is Being a philosopher, doing philosophy, and those things are slightly different is applying a certain kind of approach to thinking about things maybe within also a certain set of questions, within a certain set of topics.

That's the more the kind of approach I'd take to being a philosopher is doing philosophy. Yeah, I think ChatGPT is increasingly a very good philosopher, certainly in terms of philosophical tool or resource that if you are interested in philosophy and you're willing to put in the philosophical work, I think you can, I think you can benefit massively from it.

I do I often talk with ChatGPT about philosophy. I wrote a thing on my sub stack about this recently, which I think some people got a bit of attention, one of the big philosophy blogs. Covered it, got a few funny responses from philosophers, I think probably hadn't read my piece, and also I'd say probably hadn't tried, the later, more pricey version of GPT, which I think is an easily justifiable spend if you've got, if you've got any money.

And I'd say actually, you know, I was talking to a friend about this the other day, I feel a little bit like It's like people who are offered, I don't know, you get this bargain and it's hey, and it is a bargain, hey, for half of your worldly resources, you can live forever. And you're like no, I'm saving my money up for something important.

The idea that you can talk proper philosophy with a text box on your computer is just so incredibly, it's insane. It's incredible. And the idea that you're not willing to like, Spend 200 quid on 200 quid on that, I think, or 200 dollars, I forget what it is now. I'd block it out of my mind.

I don't know, I just don't know what, how do they price stuff? Generally in life, what is their pricing strategy where that's not good spend? Okay, of course, if you're starving and you've got kids to feed, I don't have any kids to feed. I'm fortunate I can afford it.

But affording it means, assigning sufficient value. And why would you not assign a load of value to this thing? Probably, to be fair. It's slightly circular because you haven't tried it. Yeah, I think a load of people are missing a massive trick here. I find it quite funny. 

[00:22:00] Ben: It's getting cheaper and it's getting better and it's particularly good if, say, actually, so I don't know, if I ever want to think about what a consequentialist would think, or particularly say, Peter Singer, you ask TPT, it's really good at parsing some, particularly someone who's had quite a lot of public work, like Singer, and really teasing out this is probably what they would say.

And then you have this kind of quite angry conversation with them, which you couldn't say to Pizza Singer's face, but that's very dispassionate about this is because you haven't considered this, it's quite good. And it's interesting someone we both know, Tyler Cowen, the economist also advocates that.

But interestingly, Tyler has said, I don't know if you picked this up, but he claims he's two thirds utilitarian. So you should challenge him on this, whether you can be two thirds anything on this next time next time you speak to him. Actually, maybe that's a good segue. I noticed that you'd read his book The Age of Infavor, or you'd skimmed it.

And I was quite interested because it actually talks a lot about essentially an autistic cognitive profile as well as things like AI and other things like that. And I do wonder whether in the future, things like autism profiles or how we consider disability, or just talking about different mental states or different ways of being will be quite radically different.

And we can already see some signs now, but in where things are going, I had a chat with someone who was. Born deaf now can hear as an actor and it's interesting that they view the kind of cyber technology which enables them to hear Almost as a kind of companion partner. Not quite. It's quite a complex thing, but Interestingly in the same way that you would say you should have respect to insects They think that you should essentially have respect to these call them cyber AI in the sense that it's a part of her life, or we might get to the extent where they are.

I find it's really interesting that I'm often saying please and thank you and actually being quite nice to my GPT, weirdly because I actually think I get better responses, but there is this thing about do you abuse your GPT or are you nice to it. Yeah, so I was wondering, what do you, what did you make of that and what did you make of the Age of 

[00:24:05] Rebecca: Yeah, I read some of it over Christmas.

I thought it was excellent. What else? I think so actually on the point around saying please and thank you to the GPT, I think it's, it's good to practice being a good person. This is one of the reasons, so actually I wrote in my substack piece about talking with GPT about philosophy, but I bullied GPT, if that really means anything, to bully something that doesn't have moral status.

It probably doesn't, it's a shorthand, isn't it? But I felt morally dirty afterwards. I was trying to find out if it was a consequentialist, and I was really Again, I'm not sure it counts as being awful if it's a thing you can't can you be awful to a wall? No, you probably can't, but it's good to practice good behavior, and I think I didn't do that there.

So yeah, I think it's, I don't find it weird to say thank you, I do as well, you're right, it probably also has some benefits probably baked into it, and it's probably good if it's baked into it that it responds better if you're polite. 

[00:24:55] Ben: But there is something to, like you say, to good behavior even if it's in private 

[00:24:59] Rebecca: right, or 

[00:24:59] Ben: [00:25:00] you can, you might have a toy model and you bash it up.

But, and obviously, maybe there's no real consequence to the toy model or whatever, but you are modeling, even to yourself, 

[00:25:10] Rebecca: a 

[00:25:11] Ben: good behavior or not. 

[00:25:13] Rebecca: That's right. And I think we do have obligations to ourselves as well. And one of those is to try to. Make ourselves into good people as we can, because it's good for us to be good people.

It's bad to do that stuff. And one of the obligations we have to ourselves is to hold ourselves in check and to try to improve. Yeah cool. 

[00:25:28] Ben: A couple more philosophical things, and then we might pivot into some creative things. I noticed you wrote something around artificial wombs, and I've spoken to some young I guess liberal thinkers who are actually quite pro artificial it gets around a lot of the medical complications of biological birth.

I guess this is the sort of far future, although it's starting to happen now, so it's maybe not as far as before. But I was wondering what you thought about artificial wombs and whether some of the thinking about artificial wombs, they also transferred into, Essentially artificial or even AI soldiers and this type of thing about where AI goes But I'm wondering if you still have the same view on artificial wombs as you had has it changed and Whether you'd like to articulate that.

[00:26:12] Rebecca: Yeah, I think my position is something it actually reminds me a little about I guess the third I think I gave you two thing I would wonder if people in the future might look back with some moral I have some deep moral concerns about surrogacy for various reasons. One is, I think, the mere sufficient concern is about the woman who who gives birth to the child.

I worry about the exploitation of women to that end. We know, at least in some places, that women are exploited and used. As vassals or vessels and I have deep concerns about that. I also have concerns about the fetus that becomes the baby being separated from the person who gave birth to it.

Again, there's all kinds of, questions and things, and I'd want to clarify that, that, my position further. But one answer, to the artificial womb question is, it takes that problem away from, in terms of at least the treatment of the woman who gives birth. If you can do that without having that third party.

or whatever number party it'd be. That's one problem seemingly solved. I don't think it takes away the baby problem entirely, because there are questions about what it is to be born of a machine, effectively. In the piece I wrote about this, I took into account, the concerns of both the fetus and also the woman.

And I think there are great benefits on both ends of this kind of technology. Oftentimes the stuff I read or the people I talk to come at it from one point or the other. You get feminist argument, which is, it's better for women not to have to give birth for various reasons, not just, physically because it is brutal and risky, but also points around the opportunities in the labor force, costs, more general costs there are to, to giving birth, to being a mother, taking time out of work and all of those concerns.

But there's also the baby point, which is there are great advantages. In terms of access to health care interventions monitoring of being outside of, being hidden within a woman's womb. Also there are points, my friend Emily made this point when I was writing my piece around the kind of injustices and inequalities that obtain.

when we take into account the behaviours of different pregnant women. You've got pregnant woman A, who's a heavy smoker and drinker goes on rollercoasters. I don't know the effect of going on a rollercoaster on the thesis, but I'm assuming at least later on it's probably bad. And then you've got, woman B, who follows all of the best guidance, some of the guidance I'm sure is rubbish.

It seems like there's going to be some pretty serious costs to the fetus in Woman A. We can get rid of that if we have, if in the world in which we have the artificial womb, which provides all of the things that the fetus needs to develop. There are big questions around how you how you compare those things in terms of particular psychological effects.

What does it really mean to say what does it do to a fetus psychologically to, for them to gestate within the machine? It's very hard to know how to answer a question like that. But I think, generally speaking, it seems to me like there would be vast benefits of this technology coming into play.

I think it's highly likely it will. And I think it's really important we think about the ethical questions now, because once technology is in place new obligations arise. It's getting very hard to say, the fetus of eight weeks, 10 weeks, and now we have the technology to save it, but we shouldn't save it.

People will start saving it. And then you're going to have questions around women wanting to opt into this. And you're going to have to come up with pretty good arguments to say that women shouldn't be able to opt into that. Some of those might well be those resource questions. If this is something that's expected on the National Health Service does it mean that just because it's possible, therefore the taxpayer should spend?

Those are important questions. My point is, think about it now before it becomes possible. Otherwise, a load of these just status quo [00:30:00] problems come into play. It's very hard to wind stuff back once it starts happening. People start to backwards justify just because it happens, you get sunk cost thinking.

Think about it now. Try and work out some, some baseline stuff and we'll be in a much better place. It's also just interesting and fun. 

[00:30:19] Ben: Yeah, I think so. I think that we do seem to be a little bit behind where technology is going or is both in AI and in health. Technology and some other things perhaps a pivot into your life.

You ran for being an MP here in the UK. And that I wondered what you learned from that experience. I get the vibe that it's like, Oh my God, never again. And I'd be interested to know like, how, and obviously a lot of people are quite skeptical of like political system and average person on politicians.

Overall so i'd be interested in your experience, was there anything positive to take away? What are the maybe critiques you would take away and how is that? How is that whole experience for you? 

[00:31:06] Rebecca: Yeah, I mean look i'm not naturally a joiner. I didn't join a political party until actually so when I was doing masters back in 2008 in london.

I worked for a bit of time as a researcher for an mp It was a tory mp. So I had to join the conservative party to apply for the job I hadn't joined a political party before then I I hadn't got involved in student politics, there's nothing I was less keen to do, I hate all of that stuff. So I'm not naturally, I'm also just generally not naturally a joiner, I don't like organized fun.

I love playing board games and stuff, but the idea of, I don't know A work away day where you're forced to, I just, that's just naturally not me. I think the things I learned from it, yeah, number one, I don't want to be an MP. I have friends who are MPs and I really admire them. I think we need good people to do this.

But the invasion of privacy the stuff around party constraint, so towing the line, not being able to say what you believe. I don't think when I was running I ever said anything I didn't believe. I'm, yeah, I don't know, I'm not very good at doing that apart from anything else. But living with those constraints wasn't something I wanted to do.

Also the party that I ran for the Conservatives has changed a lot since then. Back then in 2015 it was relatively socially and economically liberal. I'm very socially liberal, there are a few parties that match that. I think it's also just like a relatively rare combination to hold probably these days.

[00:32:26] Ben: What's happened to classical liberals? Why, 

[00:32:29] Rebecca: Why the I don't know guys where are they? Come join us. Come 

[00:32:33] Ben: join us. Was it like from, I guess there's a huge tradition of it, but I guess if you root it in something like John Stuart Mill's time and beyond, you would have thought, oh, and now like diminishing.

I just think, I 

[00:32:47] Rebecca: find it for me, I'm just naturally skeptical about anybody trying to tell me what to do, including myself. I think it's not surprising that I adhere to it. As much as I adhere to anything, I'm definitely a, classical liberal. We can, talk about what that means, but.

In terms of the substance that's generally, been the substance of the views of the classical liberal thinkers around free speech, free trade 

[00:33:06] Ben: Freedom in general. Concern, 

[00:33:07] Rebecca: sorry, say again? Freedom in general, yeah, absolutely. Concern around, the overbearing state trying to tell you how to live your life, rule of law, these, constraints on other people trying to tell you what to do that's just naturally where I lie.

I'm also interested in the kind of, the moral theory aspect of it, how you justify these things, because again, this is consequentialist classical liberals and there's rights based classical liberals. There's interesting stuff about property. I wrote my PhD on moral property rights, largely because I'm naturally a capitalist.

I believe the stuff that it, the system under which we're the most free, it brings about the most good ends. But when you're thinking about, competing claims over stuff that is external to you. Which I see as being a necessary building block of supporting capitalism. It's hard to come up with a non consequentialist argument.

Or at least it's not hard, it's just I was interested in working out what the best justification for that was, because I'm the kind of philosopher who won't just, settle at this stage. I find myself having to go back down to where it begins. But sorry, just to go back to your question about the politics thing.

It left me quite disillusioned. It made me realize that a lot of people in politics, I think are in it for the power. It also, I think, pushed me towards recognizing that what I'm most interested in is just interested in, sorry, is just sitting in a little room reading philosophy books and talking to interesting people like you about philosophy.

The policy stuff and the politics stuff, I think is admirable and necessary, and I think all of us who are interested particularly in political philosophy should do some of that stuff. But for me personally, I like sitting reading Quine. That's just, that's just who I am. 

[00:34:42] Ben: Too compromising.

And maybe on that, what is your creative? process. Do you like to read half the day, write half the day? Are you a morning person, evening person? I've asked this out of a lot of creatives, and basically there is no right answer. People who are really good could do it. Early first thing, late first thing, read a lot, [00:35:00] write a lot, anything else.

But I'm just interested in what people do. Do you have a particular process. Do you sit down and write it or 

[00:35:08] Rebecca: I don't really, I again, I'm a little anxious around even imposing stuff on myself. Although I, then you get into this kind of circular thing where, I'm not happy unless I write, unless I work.

But if I'm telling myself, I've got to do it at this time, I'm going to, rebel against that. I have, I guess I come to some kind of. Compromise on which there are certain things I'm going to expect that I'm going to do every day, and many of those are things that are going to motivate me or put me in a good, I don't think I need motivation to write, it's basically all I want to do or read.

But I'm aware that you know if I do some exercise, and I listen to the music and I read some fiction. I talk to other people and I go for a walk. I'm gonna be in the right kind of frame of mind, not just to do some writing, but hopefully to do some good writing. I try to make sure I read philosophy every day that isn't related to the stuff I'm working on myself.

I was doing this thing where I read half an hour of classic 20th century, random classic 20th century every day philosophy every day. That was easier when I was living in my own house with all of my books. I then went to America for a few months and I didn't have all my books. If you're living in a house, thousands of philosophy books, you can just take them off the shelf and Oh, today I'm going to read Stawson.

But that was a good practice. I did enjoy that. I wrote like 50, 000 words of notes on stuff that I still go back to. But yeah, so there are certain things I do. I like writing. In the evening and at night, I do read and write at other times as well I read all the time just when I feel like doing it.

I write when I feel like doing it. I guess one principle I have, and as much as I have any about this, is if you feel like writing, go and do some writing. I'm lucky that I mostly, most of the time feel like that, but if I ever feel like very particularly And then, I think, listen to yourself.

Sorry, that's not very Like I say, I constantly have this whole problem about not trying not to, Not too many constraints on yourself. That's fair enough, 

[00:36:50] Ben: which is a definite way of doing it. What role does fiction You play in your own creative processes and what role do you think it should play maybe in overall humanities thinking and maybe in particular I noted you read what I have loved and it's interesting that one of the themes, it's multi-layered book but one of the themes is around grief.

So I'm particularly interested in maybe do you think. On something like grief, philosophers have anything to say, and is that a better domain for fiction, or even memoir, or something like that? Multi layered question as to what fiction plays a role in your own thinking. The fact that you blogged about it means that it must play some role.

Does that have any role for philosophy in general, or is it just for you? And how, when fiction seems to derive some real things to dwell on in terms of grief, that Perhaps there's a more powerful way than is that outside the domain of this middle road philosophy? 

[00:37:47] Rebecca: Oh man, that's a great question.

Beautiful question. I would say, first of all, I just am obsessed by reading novels. I always have been. I grew up without a TV. My parents, we didn't have a TV until I was about 12 when my brother and I came up with this. We basically persuaded our parents that if we could do the Times Crossword, we would get a TV.

There must be 

[00:38:05] Ben: some metaphysics argument for having a TV, right? I think 

[00:38:09] Rebecca: We'd already tried all of those. They had to read. Yeah I think this, I don't, I think I'm probably just dispositioning. It's probably just the case I would have already loved reading, but I think it was a very kind, good thing my parents did, because I just became obsessed with reading.

I was, what I always wanted to do, and I love reading fiction. I think it's really important to keep reading fiction. I know a load of people who, when they become adults, read other, don't read fiction anymore. Partly because you feel as if you have interests and obligations to know what's going on in the world, so you prioritise non fiction.

I understand that. I'm anxious around instrumentalizing fiction, although I do think there's a load of instrumental value in it. I find on some level certainly, I also find the same thing with going to the theatre. That when I'm, engrossed in fiction sometimes it helps me do philosophy because I'm forcing myself to not think directly about the philosophy and then sometimes I guess you get that, just that turning over in your mind and maybe you come to some conclusion you wouldn't have done otherwise.

I think it's definitely the case that for some emotional matters, fiction can play a really important part in our life, whether it's as a matter of comfort. So I think, similarly Bertrand Russell has this great point in The Conquest of Happiness, one of his books where he talks about playing games as a way to cope with grief.

I completely think that's right. Again, it's a point I think about being completely engrossed. Probably the same about sport, if you're playing a really vigorous game of tennis, you can't really be overthinking about the awful things in the world. So it's an escapism point, it's a sorry, my computer's just telling me to enter my password, I don't know why, so I'm just going to do that, there we go.

Um, multi levels of value, I feel quite strongly that people who don't spend time reading fiction are really missing out on one of the great things about being human. Which is the capacity to separate out from your daily life, think about other worlds imagine [00:40:00] and also just engage with, certainly the kinds of fiction, I like, which often are.

I guess, quite philosophical, I think, the what I loved is a very philosophical novel. I tend to be less keen on explicitly philosophical novels to when people are trying really hard. And actually there were a few points in that book where I felt maybe she was trying a bit too hard.

But when it's implicit, I really love that. So people like, I don't cut there, I think he's a great philosopher. Except for in the Lives of Animals, which I think is one of his best things. He doesn't really say, Hey, I'm now going to do some philosophy, right? So I really enjoyed the Knausgard. I read the first book recently, and I actually didn't so much the little essays, the more kind of, Hey, I'm now going to give you a philosophical little it's division on, the theory of time or whatever.

What I really liked was the implicit philosophy in the rest of it. So again, like someone like Iris Murdoch, I like her novels, but the bits where she's like explicitly doing philosophy in them. Less keen. So yeah, philosophical topics and ways of thinking about things. I suppose is something I particularly value in fiction, but I just like good novels.

[00:41:02] Ben: Yeah, that's great. Maybe let's do a little bit on thinking about what would be. in a best possible society and then we can wrap up with some quick fire and maybe some current projects and advice. Oh, I love quick fire. 

[00:41:13] Rebecca: Sounds good. 

[00:41:15] Ben: So on the freedom in the best possible society, I'm interested in art, education, prison.

Maybe disability as well. But in this best possible society, we had a brief conversation on this a few months ago are there still prisons? And I guess, when I look at prisons today, I was looking at some stats, and there was, it's something extraordinary, like 30 to 40 percent of people in the prison population have severe mental challenges.

Call it as an outcome that You know, they've been told they have huge learning difficulties or autism or other things or you're talking about half where If you really think about it that there's something which has really gone badly wrong and there is Then maybe there's a little other half which is a little bit different but you might need some restraints, I guess still in a best possible society if you've got some of these things how does your utopia handle constraint seen through the view of prisons, but I guess any constraint 

[00:42:19] Rebecca: Yeah, so I think my view is pretty much that it's not justifiable to put someone in captivity as a form of punishment.

I have a more radical general view, which is around whether punishment is ever justifiable. But if we're talking about putting someone in captivity as punishment, I think my position is that's not. Justifiable. However, that doesn't mean I don't think that it's ever the case that it's justifiable to put someone in captivity, right?

And if you, exactly, and if you think about the reasons why we do people to put people in captivity, so for instance, one of them might be a public health reason. If you come down with this new highly contagious disease but you're refusing to confine yourself to your house. It might be the case that someone wants to lock you up for a bit.

I'm not really passing a judgment on whether that's justifiable, I'm just saying that's, they're not doing it to you to punish you. They might also be wanting to punish you, saying, Hey, Ben, why are you not staying in your house? But that's a separate argument, right? So I think my position is something like, I don't see, even in the best possible world, because I think you'll still have some psychopaths, you'll still have some people who want to do bad stuff, and I don't think the best possible society would be somewhere where you weren't free to choose to do bad stuff, and sadly do bad stuff, therefore we have to think of ways to respond to that wrongdoing.

I can't see it wouldn't be the case that sometimes you need to put people in captivity in order to protect other people. So this is, I think, a self defense argument or a Now, of course, the way that's going to cash out is something like you're going to have these institutions that look like prisons, it's just Rebecca saying that they're not punitive.

However, I do think actually that if prisons weren't intended to punish, then they would look quite different. It'd be much harder, for instance, to I think to defend, certainly I'm not going to use the word justify there, defend some of the really quite vile practices that go on in our prisons at the moment.

I saw there was a report out yesterday from the prison inspectorate, I haven't read it yet, but one of the points that was being made was something around women's access to being able to wash their underwear. You're talking about the most basic human rights necessities of, being able to have access to sanitation and clean living spaces and clean stuff on your body.

The idea of, but of course, the problem is that if you're using a punitive argument for imprisoning people, you're going to say, oh, but if we don't treat them bad, it's not going to be, it's not going to be a prison or people aren't going to want to come to the people that aren't going to want to stay out of the prison.

You've got to find some kind of, whereas if you take the punitive element There's no reason why prisons can't be Places where it's not just that your basic needs are being met, believe me, I think everywhere, that any institution that's going to be a place where someone is spending their time needs to make sure that's the case, it's also going to be like, you [00:45:00] can't have these silly arguments anymore about, oh, those Scandinavian prisons, people get TVs.

Is a separate point. I grew up without a TV. I have views about whether TV is a necessary, preferential. Like I don't have a TV. I'm glad you know what I'm saying. 

[00:45:13] Ben: Society with a lot of technology. Yeah. You could be in the equivalent of like almost. Let's say a theme park or a holiday villa.

I think there'd certainly be 

[00:45:22] Rebecca: animals, there'd be green spaces, there'd be work opportunities, there'd be education. You'd have, we wouldn't just be talking about meeting basic needs, we'd be talking about it being a valuable place for people to spend time. And once you take the punishment element, that goes away.

But I'm not denying that you'd still have institutions. Again, it might, you might actually be able to take a non institutional approach in which what is effectively house arrest becomes, but again, there's going to be all kinds of resource allocation questions around this. So yes, my assumption is that Utopia, or is my working conclusion at the moment is that yes, people are put in captivity.

[00:45:57] Ben: For doing bad stuff, or, 

[00:45:59] Rebecca: but it's a different justification, yeah. 

[00:46:01] Ben: In this best possible society, do you still have schools? Would a government ever set a curriculum? Is there a basic amount of knowledge that you think a best possible society should have as a base? Or, if you take more, in fact you have it today.

I'm very sympathetic to the unschool movement of letting people do that. I still think knowledge is really important, but what knowledge someone Should want to seek is much more debatable as to whether anyone I guess you could say parents included But I guess another thing but at least best possible society.

Do we still have schools? How is education handled? 

[00:46:38] Rebecca: I think like we all have and not just parents have a serious obligation to ensure that kids get educated and One one one thing that I think I saw in a friend about this the other day and they're like, oh that's very illiberal of you because I said something like Children shouldn't get to choose most of the stuff.

That doesn't mean children shouldn't get to choose any stuff, right? But children shouldn't get to choose what the things are that they learn. That doesn't mean at the edges that they, their interests can't be satisfied, that those things can't govern some of the stuff they study. But as adults, one of the things we're obligated to think about is, what is it, what are the kinds of knowledge and skills, ways of, becoming better reasoning creatures?

How is it that we can inculcate those capacities in children. I'm not convinced that, I'm certainly not convinced that our current school system does a very good job of that. I didn't like school. I have a lot of sympathy for the school is prison argument. My I'm not really fully convinced that the answer though is, everyone's homeschooled partly because everyone is good at homeschooling their kids.

I have anxieties around Kids effectively being indoctrinated by people with very strong views about things. I certainly don't want the state going around telling people not to tell their kids stuff. But I think one important role at the moment that is incentivized by schools is giving kids access to other ways of thinking.

So if you've got a kid who's brought up in a religious household when they go to school they learn about other ways of seeing the world. Kids are, because they're not fully reasoning creatures, are very open, they're very persuadable. It can be indoctrinated very easily. I'm not, that's not a comment about religion generally or any particular religion, it's just a point that I think, again, because we all have obligations to kids we need to make sure that kids have access to different viewpoints and also to certain kinds of knowledge.

So if a kid gets 18 and doesn't, I don't know that there's gravity, or know that there are other countries in the world, there's a whole load of substance. That every kid has the right to know about, because it's important stuff. Sometimes there's some truth arguments about this, but some of it is just because it's established knowledge.

If it's the case that the established knowledge is that there's gravity, the kid has the, the right to know about that. I'm happy to make those kinds of arguments about this, those kinds of arguments. How you actually do it, whether, the state should be determining a curriculum, I want to have that stuff done as locally as possible.

But there is definitely a role for, um. Hard fact here. 

[00:49:03] Ben: Yeah, and rights and obligations. Okay. Yeah, that makes sense. And then last one on this one is, do you think your best possible society has more art and more fiction, more theater or? Less or is it actually it's up to that society to decide so it's very hard to tell 

[00:49:20] Rebecca: yeah this is a great question I wrote a paper about this which will become a chapter in my book, which is basically around this problem of If you just let the people determine what the culture should be the culture might be really bad And if you don't know the culture like if you don't know about Mozart, you're hardly gonna push for Mozart this is a difficult problem in terms of how much spend there should be, what the obligation on the taxpayer is.

How much preference should play a role in this? Are there, objectively good cultural things that everyone should know about? I have an argument which is something like, again, it's like a right to the opportunity to know certain things. And I think you can use an argument like that which kind of bypasses the objective subjective value [00:50:00] point.

Which is something like it's the case that some particular opera is established knowledge is that this is good in these particular ways and people know about it has cultural significance, then I think it's wrong to deny someone the opportunity to know about that. The Truman Show world in which you're kept in the bubble and you don't have awareness of things that are going on in the world is bad for various reasons.

One, because you can't play a cultural part in it. One, because if you don't have awareness of it, you can't know that you might like it. I think those kinds of arguments can bypass some of those much more difficult should be people just get what they want kind of argument. I don't know whether there'd be more.

I generally think that more is the way to count these things. Would there be a diverse and interesting cultural mix in Utopia? Yes. I'm not sure it would be Utopia if not. How you get to that though, what the process is. what the institutional arrangements are. I don't have a good answer for you yet, but hopefully I'll get one.

My guess is probably something a little bit like, I think Rawls says something like, in the realistic utopia I don't know something like it takes some time for for people to start being just to one another because they're suddenly now experiencing more just institutions or something like that.

I'm paraphrasing badly. My guess is that over time, when you have all these other advantages, so my conception of utopia is one where people have much more of a purchase on decision making, so decision making is much more decentralized. I think when you are being treated like a reasoning creature with the right to make decisions about your own life, I think that has other advantages.

And my guess is that one of those advantages is also maybe valuing a diversity of cultural goods. That's probably a bit of a stretch, but I think I could make that argument. Also maybe if I don't know, maybe you have access to more resources, you have more disposable income. Because I think the nearby possible world is one where there's much less scarcity of goods.

I think a world in which the state is less intrusive. You have more freedom to determine what the good life is for yourself. I have a naturally positive view about humankind, that we're naturally Good, most of us, but also that we're inquisitive. So again, I think probably you'd see a morality of cultural goods 

[00:52:18] Ben: Is health care a universal right in this utopia?

Are we wealthy enough that there is no resource constraint or I guess it depends if you're really wealthy then you probably get there. But I guess in the realistic utopia, there may be still other resource constraints. There's always going 

[00:52:35] Rebecca: to be, yeah, there's always going to be constraint, like number of doctors and nurses time to do operations.

But 

[00:52:41] Ben: do you think universal healthcare is better than let's say the US model of private insurance? I very simplified something, which is quite complicated, but 

[00:52:48] Rebecca: I generally think like mixed models are pretty good. I, it frustrates me when, if you criticize the NHS, people assume you want the American model.

I think America has pretty high spend also. I think there are two questions. One is how the goods are allocated. One is how you pay for it. I'm a hardcore believer in like a pretty generous social minimum. And by that, if people genuinely can't provide for themselves to meet their basic needs references to, we can, draw the line where that, you know, where that cuts in different ways.

Then I think we should, um, we should help those people. Again, there are all kinds of questions about how you do that, what the mechanisms are, what that counts as, what their role in contributing is generally I think like mixed payment. Models on a social minimum is the answer a world with fewer resource constraints Although like I say, you're still going to have the people constraint.

I think could look much better I dislike the way we do it in the uk partly because I think it has dreadful outcomes Just look actually to return to the women's healthcare thing our Maternity statistics are atrocious, on any count. They're still better than 

[00:53:52] Ben: the US, though. No bar, 

[00:53:55] Rebecca: no bar, man! Right?

[00:53:56] Ben: That's true, but I think we are worse, if I look correctly, than Slovenia and Slovakia. 

[00:54:02] Rebecca: I think they're probably the only European countries, though. Like France, Italy, Scandinavia. Plus it's not just a relative thing. There's going to be some absolute requirement here. And I don't think any country in the world is meeting that absolute requirement, partly because I think people don't take sufficiently women's pain into account.

There is still this kind of naturalistic fallacy argument on which it's good for women to feel pain during childbirth or something which I really dislike. I saw a good piece the other day about how women in France have much better access to epidurals and stuff. And again, it's partly cultural.

Cultural thing, but there's a 

[00:54:35] Ben: lot of there's a lot of cultural thing. There's actually a lot doctors themselves or Technocratic value of pain. Yeah does not match the Call it the patient or the consumer value of pain So this is one of the things because pain in itself like will you go through a painful episode?

But if you're cured at the end, so this is Partly the utilitarian problem that while you're killed, it didn't matter that you went through a lot of pain because you're cured at the end of it. [00:55:00] 

[00:55:00] Rebecca: It's like the argument is hey, the person is dead. It doesn't matter that they suffered. Yeah, 

[00:55:05] Ben: or even the person is alive.

It doesn't matter that they suffered because they're alive. Yeah 

[00:55:10] Rebecca: right, 

[00:55:10] Ben: great. So maybe let's do some quick fire. Cool, go for it. Underrated, overrated, and then we'll finish off with a couple of questions. Okay. I'll try and do some of these. You can pass underrated, overrated, or maybe neutral rated, or you could say more or less.

So we'll do a segue one. Underrated or overrated, universal basic income? 

[00:55:31] Rebecca: Probably overrated, just because a lot of people are obsessed by it. But I think it's a depending on how you, what you, what do you take it to mean? It's if you just take it as a social minimum type thing, but probably overrated just in terms of too 

[00:55:46] Ben: many people on about it social media, overrated, underrated, 

[00:55:51] Rebecca: underrated, at least the good types.

Twitter, for instance massively underrated. People love to hate on Twitter. I've met like loads of interesting people, work opportunities, make friends through it. Great. 

[00:56:01] Ben: Great. Great. Phil, 

[00:56:03] Rebecca: If you filter well. It's incredibly valuable. 

[00:56:07] Ben: Equality, underrated, overrated? 

[00:56:11] Rebecca: Depends on what you count as equality, right?

In terms of like basic equality of respect massively underrated. Probably the most important concept in morality. If you're talking about, equal distribution of goods, then definitely overrated. 

[00:56:27] Ben: Fair enough. Although that's interesting because then I was going to put freedom, but I guess you probably don't you don't rank things like between equality and freedom because you put those very important, but I'm guessing on freedom underrated or overrated, you'd probably still say it's underrated today.

[00:56:41] Rebecca: Yeah, freedom is so important. I think freedom is, we have all of these like denuded understandings of freedom that go around. Whether it's people thinking, freedom is how many, machine guns you can have, or whether people think freedom is trading away political rights for economic goods I think, I also want to make a distinction between the ontological sense of what it is to do something freely and what the moral value of having that capacity is.

I think though generally philosophical theories and particularly theories of value massively underrate freedom. That's the point about my Utopia book to be honest. Like where does freedom sit within the theory of the good? And I think people I hate people who are underrated. 

[00:57:20] Ben: Great. So we're speaking, I'm in London at the moment, and you're in Spain, so I think this might be obvious, but underrated, overrated, travel.

[00:57:28] Rebecca: Oh, I love travel. Particularly train travel. Trains are massively underrated because they couldn't not be, because they're so great. 

[00:57:35] Ben: Yeah, that's fair. 

[00:57:36] Rebecca: I also find as a, again, like a kind of aid to being productive. I love working on trains. I love, working in new places. It's inspiring and fun and.

Yeah, 

[00:57:48] Ben: that was great. Great how about so we talked a lot about respects i'm going to assume that's still underrated But what about the concept of honor? I guess we've got all of these Aristotelian or other values, but maybe honor do you think it's underrated overrated? 

[00:58:03] Rebecca: I mean i'm gonna ask you what you mean by honor if you want to I mean if you're talking about Sorry, isn't very important answer.

If you're talking about honoring somebody for doing something good, then it's probably a good thing. If you're talking about honoring somebody for doing something bad, then no, but maybe that doesn't count as honor. I get a little anxious around, all these kinds of traditional values, like being patriotic, being honorable, being deferential.

Um, I think they rub up against my sense in which I don't want people interfering in me. I also think pride is something I have a bit of a, anxious relation with. So yeah, I'm just gonna say it totally depends on what you mean. Sorry. 

[00:58:46] Ben: That's good. Good philosopher answer.

Okay, that's great. So last couple of questions. So if you could then. Choose one thing to change about the UK. I guess you could either do policy if you want to be practical or some philosophical or other concept that you think that is really underrated and we should really embed within UK thinking.

I guess we didn't talk about the centralized, decentralized thing, but I think people have picked up, you're not a fan of centralization and would want more localism, but yeah, if there's one thing you could either change in the world or maybe the UK, either policy or thought that you would embed what would it be?

[00:59:21] Rebecca: I put some brakes on the assisted dying stuff. It's being pushed through very quickly. I have I don't, I'm opposed to it substantively, but I think the process at the moment is very concerning. And I don't actually think it helps people on the side of, making arguments for it. I think it's counterproductive.

The process shows, it may just be the case that the process itself is bad, and we need to change the process. It may be that the process is being misused. Beyond that, yeah, I just think. some fiscal decentralization, the decoupling of revenue raising and spending at the local level. The UK is a massive, particularly England is a massive outlier here.

And that's not an argument itself, because maybe it's the case that [01:00:00] other places do too much of it. But I think it's disrespectful to people in the sense that I think it's not just that Fiscal decentralization brings about better ends, matching, local needs and preferences with decision making, whatever, competition innovation, specialization.

It's also you've got the right to make decisions about stuff around about you, and that's been taken away from local people. Easy change, just, yeah, start with some housing stuff or whatever, property taxes, and get the ball rolling. 

[01:00:29] Ben: Easy. That makes sense. I'm generally in favour of that. The one big exception is I don't know what you do about big infrastructure.

Because no one wants If you want a wind farm, no one wants wind farms next to them. 

[01:00:42] Rebecca: I love wind farms so much. I'm such a fan of the wind Oh man, I saw some really beautiful ones on the train line. If you ask most people, they don't want wind 

[01:00:49] Ben: farms. But maybe that's where they've got to make a stronger argument for it, but things like wind farms, The 

[01:00:53] Rebecca: aesthetic argument for wind turbines, both onshore and offshore, I think, is It's not, it's been underdone.

I would do that. I'd be the wind farm czar. 

[01:01:02] Ben: Or many nuclear power or something. I was thinking about the assisted dying debate. It does strike me that I wonder whether the private members bill route, this is a really peculiar UK thing. So listeners, but I do wonder whether that's actually something we need to just.

Yes, and do other processes. It's not that, for instance, the U. S. has got some really weird esoteric processes, which they should definitely nix if they could. They can't because it's entrenched in their system, but it strikes me that this was under debated under or from all sides and that and partly because they tried to push it through this.

[01:01:36] Rebecca: 100%. And I think you're right. I think it does bring up questions about the PNB thing, which already is a little bit of a joke, a bit like the EDM thing. Some, some of these routes are a little bit of a joke, to be honest. And I mean that in the sense of that's what the consensus view within Westminster, again, that might be a bad view, but that is not a consensus view within the rest of the country.

So you already, you've got a Yeah. Transparency. There's these technocratic 

[01:01:59] Ben: things. Whenever you have these things about people have to sit up and speak for a set amount of time to do these things. You have it in the US as well. It's if you can stand there for six hours or something, you can run down the session by weird, sheer dint of willpower.

I'm not sure the ability to stand for six hours should be the measure that we debate these things on. Something's 

[01:02:19] Rebecca: going wrong there, isn't it? It's like your point about Peter Singer. If your argument comes to the conclusion that you have to. Be in favor of killing the baby. Something's gone wrong, guys.

[01:02:29] Ben: Anyway, okay, so I'll end up with would you like to highlight any current projects or thoughts that you're working on? Obviously there's this book around freedom, but anything else you'd like to mention? 

[01:02:39] Rebecca: Yeah, so the book, read the book, although I've got to write the book, but I'm doing an inter intellect series on it.

So if anybody's interested in coming along once a month online, that should be fun. I'm enjoying writing my sub stack. I'm writing a piece at the moment about the meaning of life. Cause I think it's funny that almost everybody makes this joke about, Oh, what do philosophers think about the meaning of life yet?

Of all the many philosophers I've met, I don't think I've ever met a philosopher working on the meaning of life. I thought it was funny. I'm waiting on a visa to go to But they do work on the good life 

[01:03:06] Ben: sometimes. 

[01:03:06] Rebecca: Yes, they do, but I think So yes, that's right. Of course, the philosopher's answer is Oh, but maybe not explicitly answering that question.

I'm waiting on a visa to go to America for a couple of years. I've got an exciting new job I'm very happy about. Yes, good things ahead, I hope. 

[01:03:21] Ben: And let's end with any life advice, career advice, philosophical advice that you might have for people. I've already picked up, if you don't want to compromise very much, definitely don't want to go and be a politician so that's one one thing but yeah, any other thoughts that you might have, maybe for people who want to follow?

A life within philosophy or political economy thinking or just generally some things that you thought about How you got to where you got to today 

[01:03:49] Rebecca: think hard about what the norms are that you follow like unthinkingly I think and maybe this is a just an interest in freedom thing I think all of us do things just because that's the way people around us do those things at the worst that leads us to doing really bad things At the best, it probably just means you're not getting as much fulfillment out of life as you might.

There are many ways to live a good life, and it's for you to work that out for yourself, because you're the only person who can have any systemic access to that. I think in a good life, you spend your whole life working that out. You probably do a plurality of valuable things but the life in which you just follow the crowd, not because.

And I'm not, I don't want to, make a kind of moral criticism of that. I just think it's very easy to do stuff just because. It's what you do, or what other people around you do. Keep questioning that. Again, all I can do is answer for me, but I find myself happier when I stop and think, am I really happy doing this thing?

I often ask myself this question, particularly if I feel frustrated or annoyed. I'm having a bad day, or I think, why do I have to do this thing? Whatever it's to [01:05:00] do with some obligation. I stop and think, what's the counterfactual, what is it I would rather be doing?

And sometimes it's just hey, I just don't want to have to go to this meeting, in which case maybe I just should go to the meeting in some instances. But sometimes it's no, maybe I should be living in another country or maybe I should be writing about different stuff. So think about the counterfactual, is my answer.

[01:05:21] Ben: Yeah, that's really good advice. Just think about the norms that you just follow, maybe because you've always followed, and check whether they are still what you want to do. I do, want to have one follow up on that. So apart from stopping and thinking, or maybe even asking chat TPT, is there a good way of doing that?

Because sometimes you don't really know that you do things like you've always done. And you might not be challenged about it. I may have always eaten meat for a huge amount of time and it's quite hard to, you never get the external trigger. I guess this is your point about indoctrinated thinking about children when they don't meet those different ways of thought.

Is there a good way of snapping yourself out of it? 

[01:06:00] Rebecca: That's an excellent question. I don't know. So two things, one in terms of how you work out what the things are, you just do an audit of what the things are you do in your day. I'm a big believer that you could always find a little bit of time to do something you want to do.

So I do 10 minutes of exercises a day and go for a 10 minute run because I can't really say I don't have 10 minutes. I find that's really valuable to me in so many ways. So yeah, just one way to work out whether you're doing stuff just because you do it is to think about what the things are that you do.

[01:06:32] Rebecca: Then how you assess the value of them is difficult, isn't it, right? You want to be thinking about it in terms of whether it's good for you, whether it's good for the people around you. Whether you enjoy it, but that can't be sufficient, because sometimes you enjoy bad stuff and you shouldn't.

Being aware of, how it interacts with basic values, so I'm a big value pluralist. Is this furthering freedom? Is it furthering justice? That sounds like a very fellow affair arrogant philosopher's answer or something. But thinking about how your life interacts with basic values, thinking about what those values are.

Thinking maybe something like, the domains in which you want to succeed or you want to offer something. What are the things that if you, when you die, you'll be sad you didn't do, hadn't done. And there are always these like flippant answers to that, Oh you'll never, you'll never wish you'd gone to another meeting.

You'd wish you'd spent more time with your kids. No! Maybe there are some meetings that you would wish you had done. Maybe you don't want to have kids. I don't want to have kids. I don't want to have kids just because I don't have the instinct to, and I don't think you should if you don't want to. But also I think a lot of people have kids just because they think they should.

That's not to say having kids isn't a good thing. I think it's for many people the most valuable thing they do in many ways. But yeah, think about just what a good life is, and what the things are you think are sufficient for a good life. The things that are necessary, so if you haven't done X and Y, you haven't led a good life.

Or if you have done X and Y, you haven't. If you've murdered somebody, it's gonna be hard to argue you've led a good life. You might do some good stuff. And then what's sufficient? What is going to be the thing? Like I say, for many people, having brought another human being into the world and loved it and made it, set it on the route to being fulfilled itself is a sufficiently good thing to say that you've had a good life.

What are the other options on that? So, there are some easy answers like, Hey, I cured polio, or I wrote the world's greatest novel, although some people might think that isn't a sufficient one. That's, I think, for me, a really big and important question that we should all think about explicitly.

I think we do think about it implicitly. But one of the great things about being a human is being able to reflect on these things and reason about them. And I think if we don't do that, we're really missing out on something that is it's not just part of us, but it's also something that we have the capacity to build on I think that's my answer.

Ben: That sounds  great yeah, think about your norms and think about what it is to have a good life. So with that Rebecca Thank you very much. 

[01:08:56] Rebecca: Thanks so much Ben. I really enjoyed it

In Podcast, Life, Writing, Arts Tags Rebecca Lowe, philosophy, fiction, freedom

Daisy Christodoulou: A deep dive into VAR, Football, Education, and the Art of Learning | Podcast

January 12, 2025 Ben Yeoh

Daisy Christodoulou is an acclaimed author in the field of education. Daisy has also written a book on video assisted refereeing (VAR) in football. Her substack is here. 

We discuss being a football fan, VAR's impact on the sport, and the controversial decision-making processes involved. We speak about how VAR might have improved other sports but has mixed results in football. We suggest what technology should spring to football and sport.  We debate on how this potentially reflects the limits of rationality in human endeavours. 

"We need to get away from the search for perfection. Whether in education or VAR, it’s about striking the right balance between accuracy, simplicity, and consistency to avoid ending up with the worst of both worlds."

"When you apply a very precise, letter-of-the-law system, it sometimes tramples over the qualities that make the game what it is. VAR has unintentionally highlighted the limits of rationalism."

Transitioning to education, Daisy shares insights from her research and books on the importance of knowledge-rich curriculums, cognitive science, and the challenges of modern educational systems. The conversation delves into the history of self-education, the role of physical school environments, and strategies to enhance learning outcomes. We touch upon the relevance of English literature, fiction reading, and Daisy's innovative projects at No More Marking, utilizing AI for better educational assessments.

“A written sentence is an incredibly efficient way of communicating information. It can do things that video, audio, or computer code cannot. That utility alone makes reading irreplaceable."

Summary contents, transcript and podcast links below.  Video above or on Youtube. Listen on Apple, Spotify or wherever you listen to pods.

Contents

  • 00:23 The Joys and Struggles of Supporting West Ham

  • 01:29 Controversial VAR Decisions

  • 02:55 Problems with VAR in Football

  • 04:23 Objective vs Subjective Decisions in VAR

  • 06:24 Comparing VAR Across Different Sports

  • 07:13 Proposed Solutions for VAR Issues

  • 10:03 Historical Context and Evolution of Football Rules

  • 12:50 Impact of VAR on the Spirit of the Game

  • 15:26 In-Game Experience and Fan Reactions to VAR

  • 18:55 Broader Implications of VAR and Rationalism

  • 27:00 Potential Reforms in Education

  • 31:50 Path Dependency in Education Systems

  • 37:05 Emphasis on Knowledge in Education

  • 38:44 The Myth of 'Just Look It Up'

  • 40:57 Cognitive Science and Learning Techniques

  • 45:06 The Importance of School Buildings

  • 49:55 Historical Perspectives on Self-Education

  • 56:55 Balancing Educational Trade-offs

  • 01:02:05 The Decline of English Literature Studies

  • 01:12:30 Final Thoughts and Life Advice


Transcript (This is AI assisted, so mistakes are possible)

Ben: Hey everyone, I'm super excited to be speaking to Daisy Christodoulou. Daisy has written three books on education, including The Seven Myths of Education. She keeps the Substack newsletter at no more marking. Her most recent book is about VAR, or video assisted refereeing in football. Daisy, welcome. 

Daisy: Hi Ben, thanks for having me.

Ben: What are the best and worst things about being a West Ham football supporter? Ha ha ha 

Daisy: ha ha. The best things are The best things are, for me personally, it's, you know, my family support them, my dad supports them. So going with my dad to the matches is really good fun. We're a really historic and famous club.

We play in the Premier League, which is the biggest global sports league in the world. So you get to go and see every week some of the best footballers in the world. Playing, which is, is really amazing. We won a trophy about 18 months ago, first trophy in a long time, which was really good fun. We have some really great players in the team at the moment.

It's great to go along and watch. What are the worst things? I suppose there's lots of ups and downs. We won a trophy 18 months ago. Since then, maybe things haven't been, haven't been too great. We did have a good win in the week. There's a little bit of discontent about our current playing style and Our last home match, we were not our best, shall we say.

So yeah, ups and downs, I guess a lot of football fans would say the same. 

Ben: So did you see, I didn't see, but I read the October West Ham versus Manchester United game. And I was reading there was a last minute penalty decision given to West Ham for a foul in the box, which was given by VAR for video assisted refereeing.

So what did you make of the decision? 

Daisy: Yeah, I was at that match, and it was quite a controversial decision, I think, at the time and afterwards. I think afterwards, the referee's chief, he came out and said, actually, they were wrong to give that penalty. You know, the original on field decision was correct. It shouldn't have been overturned.

I have to say, watching it in real time, even though it worked for West Ham, and it meant we got a penalty and we won the game, I did think seeing it in real time and then seeing the replays, it felt different. Quite harsh on Manchester United. I think if that had happened to my side team, I would have been a little bit annoyed.

And I think the general approach this year, which I probably would support is referees, they're trying to use VAR less. And I think that's definitely one way to cut down on the controversy. So they're trying to say, look, you only go and review it if there's a really big error, don't just go and look at it on marginal decisions.

And so the issue with this particular decision is it didn't feel like a really big error. So in that case. you know, shouldn't have been overturned, should have stayed with the, the on field decision. Of course, one of the things I, I sort of write about is what is the line between a really big error and not a really big error, just a kind of medium sized error.

And that's not always that easy to, to, to tell. 

Ben: So what do you see as the problems of VAR? You know, you've outlined some of them in the book, but do you see two or three as being particularly problematic at the moment? 

Daisy: Yeah. So I think one big issue, which covers kind of handball and offside is Once you apply technological scrutiny to things like handball and offside, it kind of changes the way the law is applied.

So what with handball, what's been really interesting is once you start scrutinizing, We're using slow motion replay, using people to go back and look at things. You suddenly start spotting loads more handballs before. And so you suddenly start giving a lot more fouls, a lot more penalties. And people are saying, hang on, really, that's a penalty.

You know, the ball brushed his hand when it was hit against him from two yards and we're giving a penalty for that. So you're suddenly giving penalties and fouls for things that you would never have done beforehand. And the same time with offside, I think offside before VAR, it was just had to be done by human judgment.

There was a presumption of benefit of doubt in favor of the attacker. In reality, you couldn't precisely measure that benefit of the doubt because it was all being done by the human eye. And now you've just applied a really strict kind of application of it and you've got the, the, the, the reviews.

You're getting much stricter applications offside, which again, I think people aren't happy with. So I think what it's shown is you apply a lot of scrutiny to something. You don't always end up with more clarity. You don't always end up with better outcomes. So scrutiny isn't always the solution. 

Ben: Yeah, there's an over, over precision.

Daisy: Yeah, absolutely. And then I think the second issue. So I think the handball and offside sort of sit in one category of being, if you like, quite objective decisions that have still caused a lot of problems. And then you've got another problem with. Things like fouls, where you're getting like, like that Manchester United West Ham example where the fouls aren't objective.

They're relatively subjective. So you can have different referees who, you know, have different, will apply the law in a different way and have a different opinion about what is and is not a foul. And I think you've seen that with you've seen that a lot with, with, with the judgment of fouls and with this, the rule in the first few years was clear and obvious.

with the idea that you could, you should only overturn something if it's clear and clear and obvious error. But unfortunately, a clear and obvious error, that's another subjective judgment. VAR, when it comes to overturning files, it hasn't reduced subjectivity, it's kind of just added another layer of subjectivity in.

So you've now, instead of having one, subjective opinion from one human being, you've basically got two subjective opinions from two human beings, and who is to say actually the second one is any more right than the first? And as we saw in that Manchester United match, you then have a third opinion coming out a couple of days later from the referee chief saying actually no, you know, that, that second one was wrong and the first one was right.

So again, has that actually added to our clarity or has that actually increased the confusion? 

Ben: And I was reflecting on your book, and like you say, there seem to be two groups of decisions and a kind of spectrum between them, really. You have a decision which is meant to rely on a physical reality. Did the ball cross a line?

And that would be a simple one. And then you have some decisions which really rely on some form of human judgment, and they interact. For instance, handball, under what I presume are the old rules, is yes, it touched the hand, but was it deliberate? So this idea that there's judgment and the intention has to, has to come into that.

And obviously VAR or video or all of that can't, you know, there's just another layer of judgment that, that you say, particularly on, on that one. And I was really interested in, in seeing that deliberation. And it struck me cause I was looking at some of the surveys and before VAR, There was some surveys which suggested people were quite, fans were quite interested in having it, because they thought, oh, it would settle these decisions.

And then in the last few years, it's been much more mixed as a, as a reception, particularly for people actually in the game. The one sitting at home on TV is also maybe a little bit different. And then I was also reflecting that it seems to be really different in some other sports. So in tennis, VAR is seemingly much more accepted.

I think it's a Hawkeye thing. But it seems to be that most of those decisions lean towards that physical reality. Did the ball hit the line or not? And there isn't a kind of deliberate foul element to it. Whereas actually in football, there's more judgment and there's a kind of different set of, of flow.

I was, I was interested in whether those two things are kind of how you would also see it. And you also have some solutions about what you, Might want to do deal with this. So I thought you'd talk about your view on it and whether you think proposed solutions for this challenge. 

Daisy: Yeah. So I think you're right.

There's, there's different categories of decisions. There's ones that are objective or more objective, and there's ones that are more subjective. And I think when technology was first introduced to football, it was goal line technology. It was introduced in about 2013 and it was the same Hawkeye technology that's used in tennis and in cricket.

And it was used to tell if the board would cross the line or not. And I think by and large, most football fans would say that works really well. And it does eliminate a problem, it eliminates that problem of the referee just not being able to see what's going on. Just literally cannot see if the ball has crossed the line or not.

Hawkeye is automated, so it will send a message, I think, to the referee's watch. So the referee will instantly know if the ball has crossed the line or not. And then the referee can award a goal or not, as the case may be. And that, as I say, came in 2013, I think works pretty smoothly. And I think people were hoping that VAR would just be the next level.

you could introduce it and it would be as smooth and operate as well as, as, as the goal line technology. And I think it hasn't because a lot of the other decisions in football are not as straightforward or as clear cut as has the one across the line or not. So obviously the fouls are at the other extreme, they're just more subjective.

And you can, you can just debate them. And again, actually having endless debates about it doesn't necessarily help. Like maybe we just need to have someone on the pitch, make the decision and we move on. But I think the decision where I think we're all probably a bit surprised by just how controversial it has been and how it hasn't helped is offside.

Because offside felt like another decision that was very similar to, to the goal line decisions. It, you know, it felt like the kind of binary yes or no answer, which humans find it very difficult to judge. And technology is just tailor made to solve the problem. And so I think all of us, I certainly thought that technology would be a brilliant solution for offside.

And I think the weirdest thing of VAR has been that it's actually ended up potentially being the most controversial aspect of VAR. So that's something I think a lot of us didn't anticipate. So yes, you're right to say there's a kind of a bit of a subjective objective distinction, but even, even the more objective decisions.

have actually ended up causing controversy. 

Ben: And do you think that's maybe a reflection of the fact that we might need to re look at the offside law within that? Or do you think it's a problem of technology? And I kind of think it's interesting also you reflect on a couple of elements which I'm going to put under the flow of the game and the spirit of the lore, which I kind of think intersect with all of that in terms of, you'd want technology to help both of those aspects as well as get correct decisions, and you kind of want the rules of your game also to help those, those kind of things in spirit, and they all seem to interact, so I'd be interested in your reflections on that.

Daisy: Yeah, so I think, why hasn't offside worked, take that one first I think Why it hasn't worked is it's again a general issue I think with all technology when you apply all the cases we apply technology to sport is that most of the rules of sport were laid down in a pre technological era. So not just in a pre VAR era, but in an era before you even had video replays at all, or TV.

So a lot of these rules are laid down, the bare bones of them, in the mid 19th century. The off siders rule as we have it, I think, was adapted in 1925 or 26. But, you know, the origins of it are like the 18, 1860s, 1870s. And it kind of is designed as an impressionistic law. It's designed to be yeah, the ref, you know, obviously you know a human being's making that, and you're just trying to get him to make a judgment.

And then, over time, the offside rule has been liberalized. And a lot of people will tell you that the liberalization of the offside rule has probably led to, over the last 30 years in particular, So making the offside more friendlier for the attacker has led to probably more attacking football, more goals, more creative football.

There's probably even some quite subtle second order effects where it's led to play being expanded in the middle of the field. There's a persuasive argument that it's allowed for the development of, of, you know, high quality Guardiola's Barcelona and Spain and Manchester City, because it expands the space available in the middle of the park and it stops Defenders pushing up and, and narrowing, compressing band, you know, 20 or 30 yards either side of the halfway line.

So there's all these very subtle kind of things going on offside. And as I say, it was a purely impressionistic, you know, being, being judged in this very impressionistic human way that couldn't be precise. And so then what you've had is you've had this pre, pre technology rule, and then you've come in and applied a really precise technology to measuring it.

And as I say, it's just up, it's changed the way that law has been interpreted. And it's led to, I think, more offsides being given and offsides that people would never have noticed before, like the tiny kind of toenail or dreadlock offsides. Which would never have been given before. And there actually is an analogy with other sports, where you've applied technology and it's changed the game.

So in cricket, they brought in Hawkeye to judge LBW decisions, and it's led to spinners in particular getting more LBW decisions. But what's interesting there is there haven't been as many complaints, because this is, this moves into your next point you made about the spirit of the law, which is that, Even though in both cases, the technology has had a really big unintended consequences, unintended consequence, which was not the intention of the people bringing it in.

In cricket, people are fine with that because they think it's made the game better. And in football, they're not fine with it because they think it's made the game worse. And so in terms of making the game better or worse, I think there is a sense in cricket and in football, in all sports, you want to see skill rewarded.

And what you're seeing with more leg before wicket decisions being given is you're seeing the skill of the spinner being rewarded in a way that kind of feels fair and consistent. And it's actually stopped some of the sort of ways that batsmen used to really kind of have a little work around to avoid getting out of LBW.

They used to stride down the pitch with their pad and that would mean they couldn't be given out. And that didn't feel very fair. So the technology's kind of supported skill, it's gone with, I think, what most fans want to see, whereas I think with football it's gone the other way, and you're now getting, I think, I quote Roy Hodgson in the book as saying, you're getting very skillful moments that are completely in keeping with the traditions and the spirit of the game, being ruled out for incredibly tiny infringements.

Yeah. And it's already very hard to score a goal in football. And I talk about this in the book. It's maybe one of the factors in the success of football, that it is hard to score a goal. But you don't, you know, we probably got the balance right where we were. You don't necessarily want to be making it hard.

You don't necessarily want to have very skilful moments being ruled out for offside. I think all of those things are the reason why it's been trickier in football. It just hasn't, the unintended consequence has been bad. It's not been what we wanted. 

Ben: I think that seems really fair. I, because I was thinking of another example just because of the Olympics it's the only time I watch it, is Taekwondo, where it's actually become a real part of the game, but there's a sense of fairness.

It's they can look at it. Did it hit the head? 

Yeah. 

Ben: Which is usually a skillful moment. And if it did in the, in the referee missed it, then actually we can reward it and there's limits and things like that. I wasn't aware of the cricket analogy on LBW, but I can see that rewarded for, for, you know, Yeah, for spin.

It's also rewarded in that as favor. But I guess there's that other element you talk about is actually in football. It seems to interfere with the flow of the game, particularly I think if you're watching it in person. Yeah. Whereas I guess cricket's a little bit more episodic anyway. So you've got, you know, you know, you bowl in and you, things like that.

And I guess even in Taekwondo, whether I think there are a little bit of thinking, all does it. Does it offset the rhythm of the game? They have a certain rhythm anyway, and actually the fighters don't mind having a tiny little bit of a break. So it kind of works slightly in their favor on, on the fitness part.

Whereas actually in football, all you're doing is kind of waiting around. And so if you had a movement or there was a certain rhythm to the game, it resets that, which, which probably puts it I guess against the team which has got some sort of momentum anyway, so I'm not sure about that. But it seems that fans don't like it.

Daisy: Yeah, I think it's, I think there's a couple of issues. So I think one fundamental issue, which is kind of hard to overcome, is that football is just fundamentally a very fluid and a very spontaneous game with very few natural breaks. And that makes it very different from cricket and tennis. where you've got these successful examples of being used, and as you say, probably taekwondo and other sports as well.

Certainly very different from American football, where there's lots of frequent breaks. So that's one kind of fundamental factor that I think is always going to make it hard in football, that you just don't have the natural pause. And so you're, you're inserting a pause that isn't natural into the game.

I think there's another issue which is where it has been badly managed and badly implemented, which is the in game experience for fans is not great. And this is partly a little bit of a hangover of other issues to do with football. So football's always a little bit uneasy about showing in grand replays because they're worried that it will just, if you show, show an error, then it flat fans will go crazy and you know, it'll inflame people.

So it, it, it's, that's, that's kind of one prior issue, but I would say I watch a lot of cricket live as well as football. And. When the technology was introduced with Cricket, the actual in game experience for the fam is quite good. They would show it on the big screen, you could turn around, you could see the replay, you could see what the umpire was seeing you could hear the audio, if you, if you, you know, you can have that as well, and and they flash up the little graphic for the LBWs of the three red lights, and you, so you, you really know what's going on.

And of ways it added something to the, to the game, both at home on TV and in the ground. And it added, you know, the sense of there would be that moment you, you did lose the spontaneous moment of celebrating a wicket in the moment, but you kind of gained because you got to see it on the screen and there was a moment where you could all see what happened and you could cheer or what have you.

I think with football, as I say, watching a lot of football live too, the first thing that really hit me was just, I just didn't know what was going on. And again, compared to that example with cricket, it just felt like you were, you were just really confused. So I was at the first match in the Premier League in 2019 where it was used and it was Raheem Sterling was given offside against West Ham so he set up a goal and then they went back and checked it and nobody really knew what was going on.

You know, so things aren't flashed up on the big screen, you don't see the replay, you don't see the deliberations, you don't hear anything. They've chosen now to start releasing some of the audio after the event. But, you know, that's not the same. And they've done something now this season where they release a little typed explanation of why that decision was made about 15 minutes after.

And again, you know, that is not, to give that cricket example, that is not, oh, we've got the three red lights, the third red lights go, we can all cheer. It's nothing like that. There's a lot of confusion. And you get a situation where, you know, there'll be people in the ground who are texting people at home to find out what's going on.

And you're like what is the point? Who is the game for? And this is obviously where you get into bigger issues about modern football. Is the game for fans in the ground or is it for the much, much, much bigger TV audiences watching at home in almost every country in the world? And that's a challenge football grapples with in lots of different ways, not just VAR.

Ben: It sounds like you should become a part time football advisor for this Little period because I think you suggested maybe let's have a pause. Let's have a moratorium Let's gather things and get expert opinion and fan opinion say Where has it improved both the spirit of the game, you know? And I think like you say they probably go back to at the minimum the hawkeye for out of bounds decisions and goal decisions and maybe there can be a little bit more of a debate you're right The interesting thing is is one on the off side and I've seen some of those but where it's so close And you kind of feel like well You know, who could really tell it's only going to be, it's only going to be the computer.

Was also really interested reflecting on it. And I think you, you mentioned this as well at the really high level. One of the reasons I think sports are really interesting and particularly football is it seems to reflect a lot of what goes on around humanity, what humans think, creativity, how modernism goes and things.

And on one level, the reading of your book on VAR argues for these kind of limits. Of rationalism, maybe limits of technology. And I think that's a really interesting backdrop because if you take it out to the wider world, there's a lot of debate on how far we go with utilitarian thinking, how far we go with cost benefit analysis.

And even, I guess, in your kind of other day job world, quantitative marking versus a kind of human judgment element. So I guess bringing it all together, where do you see the limits of, of Rationalism. And is it a limit of rationalism or is it a limit of technology or where human judgment is? And how do we best figure out where we should draw the line or how we should move the line with time?

Daisy: Yeah, absolutely. So there's lots of big issues there. So I think one is when you have a very rational and very, I call it in the book, I talk about the difference in the letter of the law, the spirit of the law. You have a very rational, very precise, very letter of the law kind of system that maybe can be applied by, by computer.

I think the problem with that is it sometimes misses some nuance, it misses, it can be a bit bloodless, it can be, it kind of tramples over some of the, you know, the qualities of something that make it what it is. And again, I think the handball, the handball decisions are a really good example of that.

You've applied this very cut and dried letter of the law approach where you've said, it touches the hand, effectively, it's offside. We're going to take away any human judgment about whether it was deliberate or not. And you just opened up a huge can of worms. And, and caused all kinds of problems and actually, you know, the past five years have been so much backtracking and rewriting of the law and what have you to, to kind of try and deal with what they've, what they've unleashed.

So I think in that sense, it has been a case study in some of the limits of, of rationalism and some of the problems with just trying to apply very hard and fast cut and dried rules. But obviously, You can't live a world without rationalism either. And I talk about the limits of the spirit of the law approach, so a more impressionistic approach, as I say, where you're trying to take into account common sense and have a bit of discretion.

Those systems aren't perfect either. They result in a lot of inconsistency, they can end up with bias, they're very hard to scale up and you can just end up with something that looks very, very different. There's this, you know, as I say, the lack of consistency there. So they both sort of have their tensions, and I think you can see these tensions in lots of fields, and there's lots of fields that have to try and reconcile them in one way or another.

And one of the things I talk about in the book is you're always looking at trade offs. So a big thing I talk about in the book is we have to get away from the search for perfection. So I talk a lot about trade offs in other walks of life. I talk about trade offs in an area a lot about with evolution.

So I quote from an evolutionary scientist who talks about, you know, in evolution we could have the amazing long distance vision of an eagle at the cost of not having very good color vision. You know, everything in life, you're sort of trading off on different metrics. And one of the things I say is, I think what we've gone for with VAR is we've tried to maximize, we've tried to dial, turn the dial right up on accuracy.

And before VAR was introduced, you would hear a lot of fans, managers, players, they would say, we just want more right decisions. We just want more right decisions. You know, VAR became this accuracy maximizing kind of system. And then all of a sudden you realized once VAR came along, actually, we don't just care about accuracy.

You know, just like maybe, you know, with eyesight, actually, we don't just care about long distance. Actually, we care about the color vision too. Actually, can you plug some of that back in? And what we realized with VAR is we don't just care about accuracy. And I quote Rio Ferdinand saying this from the very early days of VAR.

He said, actually, simplicity matters too. You can't get carried away spending five minutes on a decision, because one of the things that people like about football is it is simple to understand. So there's all these other things that suddenly we're realizing, oh, actually, maybe it isn't just about accuracy.

So we need to think of the trade offs and maybe two dials, maybe more than two dials, you know, series of dials. And we've got a series of factors that are going into our optimization curve. And this is where you can have rationality to work out how much rationality you want. Yeah. And I talk about this and some people won't like this either.

Some people say let's just stick with the old way. There'll be errors, there'll be mistakes. It will be inconsistent. It might be biased. Get on with it. And I talk about other ways we can maybe start to think in a more mathematical, rational way with the, but the acceptance that you can't maximize for rationality, if you like, and, and, you know, to think about like an optimization curve.

And I say, one of the problems with VAR is it promised greater accuracy. And it's ended up you haven't really got the greater accuracy and you've lost other important things too. So you've ended up with the worst of both worlds. You know, you haven't maximized on any of your, of your values. And so what you want to try and do is to, is to try and get something where you've got a, you know, some level of consistency.

You've also got some room for discretion to get the best of both worlds. We've ended up, I think, with the worst of both worlds. And the analogy I give there is, is racehorses. So another one from evolution. Races have been bred over time again and again, again for speed. And their bones, essentially, if you read them for speed, their bones, their bone density gets, gets, you know, gets, their bones get lighter and, and then they get faster.

And then obviously, but you're approaching cliff edge, right? And then you get to that cliff edge and their bones are so light, they break. So you can optimize, optimize, optimize, bang, and then you end up with nothing. Right. And I think that's kind of where things have ended up with our, we've ended up with nothing.

So what I'm saying is we need to try to strike the sweet spot between all the values we're interested in. We don't want to get to a position where the game's bones break. Yeah, that's my, that's my analogy. 

Ben: And you argue it very well in your book. So if you Given a magic wand and you could change anything about football.

In fact, you can change some of the rules or anything else if you like as well. What, you know, one, two or three things would you change about football today? 

Daisy: I would, as I say in the book, I'd like to pause VAR, I'd like to do some trials around different ways of doing it. I would love to just, you know, kind of a lower stakes league or competition.

And actually they are doing this at the minute and I'm really intrigued to see how it works out. I'd love to trial a player challenge system in football. Because one of the things I write about in the book is that player challenge, you've got it in cricket, you've got it in tennis, although tennis, I think now is moving to a fully automated system.

But in cricket, you've got a player challenge system. And again, what's weird about this is player challenge doesn't necessarily really need some more right, lead to more right decisions. So there are lots of examples of players who make challenges that are just wrong. Like players are worse than umpires at making decisions, right?

But again, this comes back to, do we actually want more right decisions? People are happy with it, with the system. Like everyone's yeah, okay, fine. It works. We move on. And so I find it really weird that a system that has probably not really optimized for accuracy has got acceptance. Whereas VAR is more optimized for accuracy, but hasn't.

And so I'd be really intrigued to see, can you make a player challenge system work in football, given the constraint of it being a very fluid game with fewer natural breaks in play? And actually, I found out recently that they are trialing this in a couple of FIFA youth tournaments women's tournaments, I think.

So I'd be really interested to see how that goes. 

Ben: Oh, yeah, that would be interesting. It's interesting looking at, A couple of other sports, I'm just thinking back to the Olympics. Taekwondo is quite interesting because it's your coach who makes the challenge, although the player can indicate to the coach.

But 

Ben: one of the nice things about that, it just shows the importance of the fact that it's a kind of team, that, you know, the coach is really important within it, and they're having a different view. And I think they are slightly more often right than not, but they're not right all the time. And actually, they use it for different tactics as well.

But then I was also thinking of I remember the the Clay Pigeon Shooter, I can't quite, Skeets I think they call it, and when she saw it, and in fact a lot of people in the audience saw it, but it didn't register but then she was just really sporting, or at least in the interview she said, you know, that sport, it happens, some decisions go with you and some not, and so that kind of felt you know, some uber spirit spirit of all of that.

Maybe that's a good pivot to thinking about rationality and challenges to your other hat you wear, which is within education. And maybe you'll ask the same question within that, although maybe it's a, it's a, it's a bigger one or not. And if you had a magic wand and you wanted to reform, you know, a few things about education, I'll, I'll keep it simple by just saying maybe education in England, although you could tackle the world if you want.

Africa, US or something else. But if you had your magic wand around education you know, what would you do what would you do for that? 

Daisy: Yeah. So this is another interesting one. This is another big trade offs one. If you were just giving me a blank sheet of paper to design the perfect kind of, you know, school curriculum and assessment system, I'd have all kinds of crazy ideas.

But we don't work in that world. No one ever works in that world. You always are working with what's gone before. With the reality of the system that you inherit and particularly in the UK at the moment and there's a curriculum assessment review going on in England at the moment. And one of the issues I think with it is is there are big issues at the minute in England with recruitment and retention of teachers, big issues around workload.

There's an SEN crisis. Students being diagnosed with SCN and not the support to, to, to, to help them with that. And so you're in a situation where, let's imagine again, you designed the perfect system on paper, but it was so complicated that even more teachers left, experienced teachers. Is that then the perfect system?

It's obviously it's not, is it? You know, again, you've traded off too much. So my thing at the minute is I think the English system, obviously it's not perfect. No system is perfect, but I would say there probably needs to be a few, some incremental, improvements as opposed to kind of massive wholesale reform, because I think you have to recognize where the system is.

I think one incremental improvement I'd really like to see, and it's part of my day job, is the way that writing is assessed at primary. at age 11. So I think the current system has a lot of issues, a bit like what I talked about with the handball and VAR in that you've got these rules, these very pernickety rules that are applied very precisely and don't really give you the outcome that you're maybe hoping for.

And that's one of the reasons I got interested in thinking about handball because of the day job, the work I do in writing assessment. So I'd love to see a bit of a change there. I think that would be really good. And the technique that I use in my day job, we use a technique for assessing writing called comparative judgment, which I also talk about in my book about VAR, because I think you could use it to measure fouls.

It's essentially a method of using aggregated, combined human judgments. So combining together lots and lots and lots of human judgments to come up with a more robust decision about something. And by having thousands, tens of thousands, hundreds of thousands of human judgments, you're able to kind of cancel out the errors and the bias within them.

I'd like to see a bit more of that for writing assessment, and I'd like to see a bit more of that in football. A couple of other kind of smaller things. Again, another thing I talk about in the, the VAR book, which I think is relevant to, to assessment in England I, I am not a huge fan of grades.

So I, I do like assessment and I like kind of scaled scores and robust measures, but grades are essentially they're lines that are drawn on top of a continuous distribution. So a grade, you're just chopping up a continuous distribution of attainment into quite arbitrary chunks. And the problem with that is it's quite distorting.

And I talk about this actually with FAO's and the clear and obvious issues you've had with VAR. About what is a clear and obvious error. It's unfortunate there isn't a hard, a hard and fast dividing line between clear and obvious, not clear and obvious, there isn't a hard and fast dividing line between foul, not foul, there's probably a distribution of fouls, and then we draw an arbitrary line.

slightly messy, fuzzy line and say if you're on the one side of it, it's not a thousand, the other side it is. And that's all a grade is. A grade is a line, a fuzzy line on a, on a continuous distribution. And the problem with this in assessment terms is that you have students who have very, very similar scores and very, very similar attainment profiles, but if the line kind of splits them, they're just either side of it, they get given a different label.

And that actually causes all kinds of real world practical issues. So wherever possible, I would prefer assessment results to be reported as some kind of scout score rather than a grade. And at GCSE, there are nine grades. So the problem isn't quite as acute because nine grades is quite a lot, but at primary there's three grades and three grades is like the worst number and everyone just treats it as bottom, middle, top.

So kids get put into these three categories and they come to kind of, you know, label who they are, bottom, middle, top, and there's just so much imprecision there that causes so many problems. So I'd love to kind of move away from that. I think that would be something that would be a relatively light touch tweak that could have, you know, positive benefits.

Ben: I didn't think about it in that way. That seems really sensible observation. And maybe I've got some reflections on the pros and cons of streaming with that as well. I go back to one of your earlier reflections and try and loop it all together. I think that's really right about, you know, we've been path dependent with the system that we have.

I tell this a lot of people who, so my mom's from Singapore and there's a lot of people say, Oh, we can do it this Singapore way. And I said You can't because Singapore have got this path dependent thing and actually there's a lot of cultural aspects. So in schools, Singapore schools don't have any sort of same problems that we might have with mobile phones.

Because if you're caught using a mobile phone in an inappropriate way in a Singapore school, you will lose your phone, your parents will back it up, and everyone will think you're a real punker for doing it. You don't get that same cultural element. I'm, I just use it as a silly example. And that, and it counts in health all over.

So we think, Oh, let's do the Singapore system. Wow. If you thought like Singapore and you were a city state, maybe you could, but England England is not like that. I think that's a 

Daisy: hugely, hugely important point you make. And I think path dependency is a concept that, yeah, needs to be better known.

My favorite example, actually my favorite example of path dependency is English spelling. So English spelling is a complete nightmare. If you were designing English spelling now, you would not design it to be anything like what you have. But it's, if, if we revised it now on a more rational and sensible basis, again, limits of rationality, you would then be in a situation where it would be incredibly hard to read anything written before that year zero.

So you would lose access to all of that kind of, 1, 000, 1, 500 years, whatever, you know, how much, how much writing you would, you would lose. So I mean, maybe less than that, if you look at some modern English, but you would, you would lose touch with a solid few centuries of writing. You would make it much, much harder to access that.

And you would have huge transaction costs switching from one method to the other. It would just be, be crazy. Right? So path dependency is we have to put up with the letters, you've probably seen that funny, funny thing that you can, you can spell the word fish, G H O T I because of the different ways that all those, all those letters can be pronounced.

And so we're stuck with that. You know, unfortunately we're stuck with having to teach students a very irrational code. That you would never have done if you had designed in the first place. And you can see those path dependencies in every part of a nation's policy. And so the corollary to the sort of path dependencies, you can't cherry pick.

So you're absolutely right, I think there's lots of things to admire about the Singaporean education system. I don't think you can just pick out, kind of, certain things that you like and go, right, we'll plonk them into England. Because those things exist within a whole network of history and policy, and often quite unspoken assumptions.

And that's a good example, if you want, about the mobile phone. But there's loads of these, and I say the same as well, people talk a lot about Finland, and Finland having a great education system, we should copy what they do. And a number of issues with that, one is that actually, almost as soon as people started saying this, Finland actually started to slip down the international league tables, that was one issue.

But another issue is that, again, you look at the history of Finland's education and Finland as a country, and it's got an issue where teachers are very highly regarded. It's a very prestigious job. It's a small country. It's a small country where the role of teachers and, and the role of teachers in the winter war against Russia was, it was a really big deal.

The sort of aspects of people identifying their national culture and, you know, one of the key aspects in their modern history, all of these things are kind of bound up with their education system and the role of teachers. How can you possibly kind of import that into, into England? You can't. And there's another issue too with a lot of countries that have good education, it's often quite small.

Yeah. 

Daisy: And I think there's something as well about reform processes in smaller countries. There are probably things you can do when you can get all of your secondary heads into a pretty big auditorium. That you can't do when your country is bigger than that. And again, these seem I think to a lot of reformers, I can seem really like I'm just nitpicking here.

But these are big issues. These are really big issues. And yeah, you know, you have to look at a whole system and its whole context. Rather than just trying to pick things out and plonk them in. 

Ben: That's absolutely right. Particularly with Singapore, there's things to do with scale, there's things to do with culture, path dependency.

We need a new, some social science, some interdisciplinary social science, which looks at things like path dependency and trade offs, football and education. Some sort of historic things going on. This is, this is the way, this is the way we should do it. So I was thinking back to your book on seven myths of education.

I was interested if the weighting of anything that you wrote then has changed today, because I think it's maybe a decade a while you wrote it. I'm guessing, I'm guessing not. And I'm going to quickly go over some of them. You know, one was about this fact, you know, knowledge based knowledge, rich sort of curriculums, prevention, preventing understanding that on, on skills, teacher led instruction being passive.

The fact that 21st century will say technology changes everything the kind of, you can always look it up, just look up Wikipedia or AI. This thing about too much emphasis on transferable skills, whatever that's meant to be. And we've already alluded to the fact that a lot of these things are much more intersectional than you think.

And that projects being the best way to learn. And then I guess one, which is kind of political or that teaching knowledge is meant to be indoctrination. I particularly, I guess on the first one on this knowledge based or knowledge rich understanding. I think that still definitely seems to be holding up.

Would you put the emphasis on any of the others differently or would you call out that? Because I think, you know, I would just look at it from afar. Not everyone, but I think a lot of systems have tilted a little bit back towards a kind of knowledge rich curriculum if they had strayed towards this kind of skills idea, although, although not everywhere.

But I'd be interested in your view. Would you put anything emphasis or would you, would you put something else kind of different in that, in that list today? 

Daisy: Yeah. So just for a bit of context, yeah, I wrote the book 10 years ago. I was, I, I was writing about how knowledge was important and how knowledge had been a bit downgraded in education.

And I was making the case for the value of knowledge. And that you can't have a skills based curriculum because of the nature of the relationship between knowledge and skills. I think when I wrote that 10 years ago in England, it was a controversial book. You can see from some of the reviews I had at the time people didn't like it I think 10, 15 years ago, knowledge was a bit of a dirty word.

It was seen as something very passive, very low value, very, you know, something that you had to kind of, if you did anything with it at all, you whisper it very quickly to get onto the higher order skills. And that was the thing I took out in the book, the idea of lower order knowledge and higher order skills.

I think things have changed a bit in England in the last 10 years. So the, the, the, I think you can now have more of a conversation about knowledge. There's more things are known about cognitive psychology and cognitive science, which I write about as, as well. So I think the, the, The debate has moved on a bit.

I would say globally, though. And, and outside of the sort of niche English education policy world, I think there's still a lot of lazy tropes around. I think the one that I would, of the seven chapters in my book, each one's in with a different myth. The one that I just come back to again and again, it feels like banging my head against the wall is I think it's number four.

It's you can always just look it up. So this is something I think that goes beyond education. It's just a, an idea that people have about the world that now we've all got a smartphone in our pocket. We no longer need to know anything. And, and the latest kind of iteration of that is we've all got, we haven't just got Google, we've got chat GPT.

So we, we don't just have to Google it, we can chat GPT it. And what I try to show in the book is this is not actually necessarily a technology issue. There's an issue to do with the limitations of our cognitive architecture, which is that we have a very limited working memory that can only handle certain number of new items at any one time.

So whatever kind of fire hose of information is being thrown at you by Google or chat GPT, however easy that information is to access, you have still got this very narrow pipe that you can get that information into, into your mind. And you still need in order to make sense of it, all of the information you have stored in long term memory.

So there's quite a lot of paradoxes here. It's that in order to make sense of something you see on Google, or indeed in order to construct a decent Google query, you need to have already a lot of information in long term memory to help you do that effectively. And actually Google and Chatterjee are not going to be the most effective ways of acquiring that information in the first place.

So in order to gain knowledge, you kind of need some knowledge to begin with. You can't just set students off on independent inquiries to learn everything for they need from, from, from Google. And I think actually in the last few years, we have started to see more and more people are realizing the problem.

If you just let people go off and do their own research and, and, and where they end up in the rabbit holes, they can end up in. Yeah, I think the point I'm, I'm if I was gonna, you know, maybe I'll, maybe I'll do a second edition of Seven Myths About Education. I, I, I might, might try and update that chapter and, and just try and press home a bit further and update it to include some bits about AI.

I 

Ben: mean, it is remarkable as a kind of, again, a far observation about how knowledge from certain domains this is more just kind of in research don't really filter in or the people who can make these kind of comparisons, kind of like you have done with, with football and, and education, it doesn't seem to be prevalent.

So one thing I think, and I think you, you talked about this cause it's very well known in cognitive science is around, you know, spaced repetition, you know, putting things into long term memory. 

And as 

Ben: far as I know, I don't know, do, do they teach that to teachers or is it like a, a common practice within learning?

Cause it still seems to me niche when I kind of talk about it to people and, you know, there's efforts and things around it, but there definitely seem to be cognitive techniques, which are known within cognitive science, but don't seem to have passed through yet. And maybe we can say this a about education.

Pedagogy as well. And the fact that a lot of these debates kind of within education, you know, listening to your sort of history of education podcast as well, kind of go back maybe hundreds of years, maybe even a couple of thousand years back to the Greeks who had some of these debates as well. Yeah.

So I was interested in your reflection on both, both maybe space repetition and, and how much these arguments have been around for such a long time. 

Daisy: Absolutely. So I think on the, yeah, the issue of the space repetition, the cognitive science, this is something I talk about a lot in my book, that we know more now about how the human mind works than ever before.

And perhaps in the last 50 years we've, we've learned so much. And yet a lot of that knowledge isn't necessarily well known in schools or well known by students or even by teachers or in teacher training colleges. I think that is starting to change in England, but I think it's fragmented. I think back in 2014, I was on a government review of initial teacher training.

Which you know, flagged up that there were some issues around kind of, you know, that, that, that evidence being taught in teacher training colleges. I'm not sure how much better things are now. They, they, they, you know, maybe a little bit better, but I think it is patchy. I think across the profession in England, you have got greater awareness of things like retrieval, practice space, repetition, things like that.

Which I think is a good thing. I think there's greater awareness, whether that means everything's being implemented effectively all the time, you know, that's not the same thing as, as greater awareness, but the greater awareness is definitely a start. And there's all kinds of issues as well with, with students and their understanding of, of how they learn.

So I think there's a famous study. What, what do students do to revise their favorite, their favorite revision strategy is rereading and highlighting. And, and, and that's the least effective revision strategy. And I'll always remember seeing students revise and having their binder full of notes and pages that were, there were more words highlighted than weren't.

You think what, what is the value of this? Where is, how is this helping? You're going for it with a nice yellow yellow highlighter. And the most effective strategies are self quizzing, flashcards, spaced repetition. And often students don't know about those. The other thing is they can often be quite hard to set up.

And I think, again, in defense of the students as well, we don't often help them necessarily, not just in terms of what we tell them, but also the structures and the rhythm of a curriculum. So I think that's probably one of the challenges for teachers and students implementing new ideas, is it isn't often as simple as saying, our spaced repetition is amazing, you should all be doing it.

To do spaced repetition properly probably needs completely revamping your curriculum, completely revamping the kind of tests you set, completely revamping how you teach. It's not as simple as saying, I'll do some spaced repetition tonight. So these things, once you, you know, get into them, they're not, they're not always straightforward.

Ben: Yeah, not exactly. If you're doing spaced repetition, you know, really well, you need to come back to an idea maybe two months later or three months later, you know, in short doses. And that's obviously not how curriculums are designed to set up. You know, you do a module and you kind of go on this kind of back and forth and interlinking.

Daisy: And the typical sort of school test, I think typically students want to go away and they want to study for a test in four days time, and they want to cram what they need to know for that test and then, and then forget it. And actually, if you want to remember something for the long term with spaced repetition, you need to be revisiting it on that spaced repetition schedule, potentially over a very long period of time.

So reviewing it more in the early days, but continuing to review it as time goes on. Yeah, if you just cram, if you've got three hours to spend learning something and you cram them into one three hour block, that is not going to be as effective as splitting it into six, just for argument's sake, six 30 minute blocks spread over maybe six months.

Right. So you want to try and try and try and space things out more. 

Ben: That makes sense. A couple of perhaps more niche thoughts or questions I had. Cause I thought you'd been expert on this. School buildings. How important is the place where you study? Obviously you need to have you know, a minimum standard, I would imagine.

But then how much, how important it is to go further? And I guess just from far observations, you know, there are these sense of when you think about large public buildings, you know, Not only is there kind of the actual immunity So does the thing work and does it work? But these ideas of civic pride is it a nice place to work in?

Does it make you feel good those things which interestingness of a judgment thing are probably hard to put in in quantitative things And I guess in in in england, but Broadly, there is this debate about how much money we should spend on on buildings and schools and the like. So i'd be interested to see like how important a factor that the kind of building or the place you're working in or teaching in is versus all this other pedagogy and i'm sure they interact but i'd be interested in your view 

Daisy: Yeah.

So I think buildings are very important. They obviously are. But I think, as you say, you tease out a little bit there, some of the issues around why we think they're important. So if you have a fantastic school building that makes the students very happy, that makes the teachers very happy, that makes the teachers want to stay and work there and not want to leave, and it helps the students live healthy lives, but it doesn't really improve attainment.

Does that mean the buildings don't matter? So I would say no. If, if the buildings are doing all those other nice things. And the Civic Pride that you talked about and their community hubs and, you know, all kinds of features going on. If they do all those lovely things, then I would say that's a good in and of itself.

And you can see it as analogous to having a nice library in the town or having a nice, you know, a nice community center. So I think there's a section of having a nice building, it's just a good in and of itself, and it doesn't necessarily have to be justified beyond that. But I do think there are ways in which buildings can help or hinder learning, and given that we want them to be places of learning, we should probably think about the kind of things that do help learning.

And again, when we have to make the decisions and we have the trade offs, we should go in favour of the things that help learning. To what extent can they sort of help or hinder learning? We can consider examples of students who have learnt difficult things in the most unpropitious and difficult circumstances.

So again, you know, you want to be careful. I don't want you to get the message, if you haven't got a nice school building, you can't possibly learn anything. That's not true. There's one really famous modern British mathematician, statistician, I think Dennis Lindley, who learned a lot of his maths in an air raid shelter in the Blitz.

Right, so people can learn in difficult situations, and I think part of actually what you want to teach students, just as a general character forming thing for life, is you can overcome some hurdles, which is not fair that these hurdles are there, and it's probably not fair that you don't have an amazing building, but, you know, that is something you can, can still overcome.

And I would say even if you have the best design, so I do think buildings can have an impact on learning and can improve learning and make it more likely to happen, but even if you have the best design, best optimized building for learning, kind of what, how much difference will it make? That's an interesting one.

I don't know. And I think it will make some difference, but again, is it, is it, is, is, you know, Is it, is it even necessary or sufficient? I don't know. But then what, you know, what is the ideal building then? What is that? And I would say early in my career, I think I worked in some buildings that weren't ideal.

So I do think it's important to say there is a difference. And I worked in some buildings that I think made learning harder. So some buildings, you know, classrooms without walls. I've been in schools like that. I don't, I don't think they help. I think the noise, I think you need to form long term memories.

I think you need to be able to concentrate. I think silence can help with concentration. I think noise all the time makes it harder to form memories. So I do think there needs to be quiet rooms. There need to be some, some divisions between students who are doing things that are noisy and students who are doing things that are not.

And I think if you don't have walls, it's really hard to have the hat. So a basic, a basic, a basic requirement would be walls. And of course, there are lots of other kind of nice to haves. But again, it is striking, I would say, in modern Britain and kind of throughout history, how a lot of the most innovative and brilliant examples of, of, of learning environments are not necessarily the ones that have always the most brilliant buildings.

So we've got to bear that in mind, in mind too. 

Ben: Yeah. There's a very famous building which no longer exists, which was on the MIT campus, and it was a temporary. building, which then lasted for a really long time. Part of it was that they, I mean, this is more askance, but they were able to set it up how they wanted to set it up.

So that's a different thing, but it was the fact that it was actually very cheap and but had the minimum standards that they needed and for them, they could. they could also do that. So it's kind of an interesting interaction. One other perhaps niche one because I was reviewing some of your podcasts on the history of education and I hadn't realized back in history, I guess before you really had much government sponsored education or when it started around these working class thinkers and people who essentially came through a self education route, which had its pros and cons as well in this kind of history of self education.

And then the idea of why governments came in and tried to formalize education as well, which there were different debates. Some was maybe around status quo and kind of controlling your population. And then some was well, not others. But I was interested in your reflection, I guess, particularly with this intersection of, of working class or those who weren't going to be able to enter the system, which I guess is different today and, and how they came up.

out with sort of self education ideas. I guess it doesn't really argue against knowledge base because actually they came with a, with a knowledge, a lot of knowledge in that. And there's these other intersectionalities with working class and the like, but I was be interested in your reflections on that.

Daisy: Yeah. So I think that Yeah, this, this podcast episode you're mentioning, I talk about a kind of, I suppose the formal name for it is working class autodidacticism. So working class men and women who taught themselves in the absence of a really well established formal sort of state provision of education.

And it's been this, this is a little bit of history that's been forgotten about and it's a fascinating history because I've talked about people who, you know, they're doing great things without having many resources and not necessarily having any kind of building to help them. There's a, this fantastic history of working class people doing just this and founding their own institutes, founding their own libraries, finding the time and incredibly busy and physically demanding day jobs, finding the time to, to go and study beyond that time.

And really inspirational stories and people doing it sometimes to better themselves financially, but a lot of the time, just because they wanted to. They wanted to know stuff. You know, it was a personal development. And the book I talk about is a fantastic book by a historian called Jonathan Rose, The Intellectual Lives of the British Working Classes.

And he goes up to 1945, I think, about 1850, 1945, something like that. And it's, as I say, a very inspirational, very inspirational story. It's a bit earlier than 1865. He goes most of the, I think, a lot of the 19th century. You don't get state education in England until 1870. Even then, it's relatively patchy.

It's only up to 11. But it's, but before 1870, there is a lot of education going on still. And, and so it is really important to, to remember that, I think. Obviously, there's real patchiness with this, both in terms of not everybody has access to it, and that's one of the reasons you have the campaign for state education, and also in terms of what is it people are learning if autodidacts, as I said before, can go down rabbit holes.

And I think perhaps when I first read Jonathan Rose's book, it is easy to really romanticize some of this. I think, as I say, perhaps we've, we've seen in the last few years in, in lots of different ways, there can be a darker edge to autodidacticism there are real strengths and weaknesses to learning things slightly outside of formal institutions.

So one real strength of autodidacticism would be, you look at someone like Michael Faraday, I talk about him in the, in the podcast. So Michael Faraday is a real. You know, but kind of, do you, did he invent or discover electricity? I mean, you know, it's a philosophical question that he does a lot of laying the groundwork for the, the, the basic kind of the basic scientific implications of electricity, which found so much of our modern world, you know, he's a real pioneer and he's a very practical scientist.

He's a lot of practical experiments. He often hurts himself doing them. He's a great scientific communicator. He's. really, his early years are kind of almost entirely self taught. So he's a, he's a, he's a, he's a poor working class guy from London and he attends lectures at the City, I think the City Philosophical Institute.

He kind of just, you know, almost entirely teaches himself, makes that, makes contact, makes contact with people at the Royal Institution, a phenomenal story. What's really interesting is he is not influenced by anybody at Cambridge where they're doing. lots of pioneering scientific stuff at that time. And so he doesn't come across a lot of their scientific models.

And in some ways that's maybe quite good for him and quite freeing. So there's that kind of upside that he can think in a slightly different way. One downside is he's mathematics. He never really develops his mathematics and it takes James Clark Maxwell kind of later on to come along and kind of almost apply the maths to a lot of his work and to sort of formalize it in that way.

So that's the kind of ups and downs of it from someone like Faraday. And then I think you can probably see ups and downs in other ways, as I say, in a sort of slightly different way. Dark Age, if you want to it, but to what extent do you, when you're teaching yourself, do you go looking for things that reinforce what you want to hear?

And you know, is that an issue? There's a lot of research now. I think, again, if you'd asked me 10, 15 years ago, I'd have been quite naively optimistic that better education will kind of always lead to enlightenment and better agreement and consensus and choosing the right thing to do. There's a lot of evidence People who know more about a particular issue are actually, can often be more kind of ideologically motivated.

Ben: They get more entrenched in their view. 

Daisy: Yeah, and actually, when you're, if you know a lot about a topic and you're presented with evidence that disagrees with your prior information on that, again, you'll have more information to argue back against it. So I think they've done this with climate change. But they've done lots of studies where people you know, people are sort of shown information that and actually the people who are better informed about climate change are often kind of least likely to sort of change their minds.

So these things are really complicated. 

Ben: Yeah. There's another, I don't think there's another dimensions there. Which isn't often picked up, which I think it basically is an open mindedness dimension, which actually it overlays on that. And if you don't have that as your dimension, then it doesn't, it doesn't really figure.

And I think that's right. I always think of it as kind of relatively fat tails that actually you, you are perhaps more likely to make these more unusual discoveries and maybe step chain discoveries, but you're also more likely to go off the deep end and go down some craziness, which just ends up not to be true at all.

And so there is a trade off in that. 

Daisy: Exactly. And I suspect again, to come back to trade offs, which is one of our themes is we don't quite like to admit that we want to think again, that we can pick up one end of the stick without the other. 

Ben: But there's 

Daisy: probably an extent to which a lot of really big, groundbreaking, incredible, amazing advances.

I mean, what's that famous thing, you know, Newton, Newton believed in alchemy, you know, Newton, Newton was, was, was, was trying to turn base metals into gold, you know, that kind of stuff. People who are pushing the edges and pushing the boundaries. are often doing so in some ways that are brilliant, in some ways that might be, might be slightly mad.

Yeah, 

Ben: there's a lot of people who debate Elon Musk along those dimensions, right? You just come with all of those things. It would be a, you know, it 

Daisy: would be a good modern example, for sure. 

Ben: Okay, last one on the education thing, we're sort of wrapping up on some quickfire things. I think about this just on the, on this idea of trade offs, you know, there's some evidence that, In england, if you look at piece of scores that the middle is kind of okay, and it's kind of maybe improved in things But there's some observational evidence maybe or some debate around I guess in the tales So those which we could say of high attainment or them high talent in in many dimensions you know, there's some things feeling that maybe they're a little bit underserved And then on the other side those with sort of learning difficulties Or somehow some other socio economic or lens where they're underperforming You You know, like you said, actually the government spend a lot, successful government spend a lot of money on that and people, again, feeling that it hasn't quite worked out, I guess those are things on, on the tails and there's a trade off between concentrating too much on the tails when you've got the 60 or 70 percent in the middle, which you're, you're trying to give good education towards.

But I was interested in your reflections on that. And maybe if there's anything on the margin you'd do for those either kind of high attainment or those where we struggling with learning disabilities or the like. 

Daisy: Yeah, so if you want to think about this in terms of the trade offs and the optimization curves, I think if we're being honest, there probably is, once you get to the extremes, probably a tension between optimizing for high attainment or optimizing for students who are struggling.

However, I don't think we've necessarily kind of reached that point yet because you would only reach that point once you've maxed out the gains that benefit everybody, the improvements that benefit everybody. So to go back to what I was saying earlier about cognitive science based repetition, these are things that benefit every learner from top to bottom.

And there's an element of which, if you do really good teaching, and this is something I often say about, you know, a lot of the things we're talking about, the SEM crisis, there is an element of, not maybe for absolutely everybody, but there's an element of what a lot of SEM pupils need is teaching that's good for everyone, just, just really good.

Right. We do have things about the way we learn that are different. We also have a lot of things we have in common. So again, you can look at this maybe in terms of medicine, but obviously people do react differently to drugs and they do react differently to different dosages and you have to take all those things into account.

Human beings also are human beings and do have some commonalities and they have similarities in terms of, you know, the circulatory system, the digestive system, what have you. And I think there's an interesting way of looking at learning like that, that there are things that all learners have in common.

And there are clearly things that, that are different. But my personal thing would be there are a lot of tactics and strategies that can benefit all learners and we are not maxing out on them nearly enough. And I would say why don't we max out on those because those are low hanging fruit that will move the mean, that will move the entire distribution.

Let's max out on those and be sure we are getting absolute maximum return for things like the things I've mentioned. Greater knowledge of cognitive psychology, greater knowledge of better revision tactics, you know, organizing curriculums to promote space repetition, this kind of stuff. Let's, let's, let's, let's get all the gains we can from them.

Before we then start thinking, okay and how do we now optimize for these, these smaller groups and, and, and try and get the gains there that feels to me the right way to do it. And I think the issue I have sometimes when we want to slice and dice pupils up into ever finer categories and craft a, you know, completely personalized individualized strategy for every individual student is.

You can end up in difficult places there, you can end up in some very un evidenced places. I am slightly worried that their attempt to kind of do that and come up with these personalised strategies. I write about this in my third book, Teachers vs Tech. It leads to a promotion of some ideas that don't have very much evidence behind them, like learning styles.

And you get students saying you know, I don't want to read that book because I'm a visual learner. You know, can't I just watch the film instead? And actually there are all kinds of good reasons why, but you can't. You know, reading is different from watching a film. So my personal thing would be, let's Let's, you know, get these high impact strategies that work for everybody.

Let's try and use them as effectively as possible 

Ben: first. That makes sense. We're not maxed out on good things to do. Absolutely. So let's do that. Great. So a couple of fun questions for, for wrapping up. So in Britain, we have a quiz show, University Challenge. And you were a team leader back in the day.

What did you learn from going through? University challenge, anything unexpected or anything you'd share from that experience? 

Daisy: Oh gosh, such a long time ago, I'm not sure I remember it. If you get the chance, if anyone's listening to this and wondering about whether to do it or not, I would say give it a go, it's an awful lot of fun.

It's quite nerve wracking. Quite, quite tense, but really exciting and kind of a great opportunity. And it's a, it's a bit of a UK national institution that's been running for many decades now. So it's nice to something that you say you've been a part of. 

Ben: I think one of the reflections I had on, you know, watching a little bit of the episode and then your work and the bar book and the education book, and even where there's conversations go, there is something about having a broad base of knowledge.

Which then intersects where you can pull from one domain into another, which is a kind of transfer and it's this kind of thing, I wouldn't even necessarily call it a skill or a knowledge. It's just something where you can draw upon an evidence base, which does seem to go across these things. And actually something like university challenge where you have a lot of a lot across different subjects.

That's something there too. And then I was reading your blog about how fewer people, fewer students are doing, I think, English A level or maybe even English degrees. And actually, this is also maybe in a reflection that people are reading less reading less full stop. Although I think in particular, reading less fiction.

Yeah. Maybe there's arguments that we think somehow STEM, maths, or business want some other type of things. But I was wondering, do you think we should be reading more fiction? Or is this an appropriate trend? And if we are, should be reading more fiction, why should we? 

Daisy: Yeah. So I did a degree in English literature.

And I wrote about in this blog, as you say, there's been a real decline in the number of students doing English literature at A level and at degree level. A lot of, a lot of university departments are closing down and, you know, you talk to people involved in teaching and usually it's a bit of a crisis.

It feels quite, quite raw. And it's one of the things I'm keen to state is that it's not just happening in England. This is happening in other countries too. There are some outliers which are interesting, but there is a global trend to this. Why is it happening? I speculate for a few reasons. I think, what are students doing instead of studying English Lit?

In England, they're studying Maths. So I, I've got a graph on my blog where you literally show the two lines, English and maths going in completely different directions. So maths has gone from kind of, you know, about 10th most popular A level to number one. And, and English, English has gone from the first most popular A level, it's dropped out of the top 10.

So it's, it's really it's really extreme and it's happened in sort of 10, 15 years. Very, very rapid. Is it a bad thing? So there's a lot of people who will, I'm kind of hand wringing about this and saying it's terrible, but a lot of people say, is it a bad thing? Is this just life moving on? Actually people, you know, if you go back 100, 150 years, classics, everybody did classics.

A member of parliament in, in the British parliament could, you know, quote something from Virgil or Horace or, or whoever and expect that the rest of the house would understand that. We don't expect that now. Maybe that's just the way the English lit's going to go. Shakespeare was a touchstone and a lodestar of our culture.

Maybe he just won't be. Maybe people are just not thinking like this anymore and, you know, things change. People are studying maths because it's more useful. They can earn more money with it. I don't want to be anti maths. I say this in the article I wrote about it. I think, you know, It's, it's, it's a little bit mean to maths to just say it's all just utility, but maths has a beauty of its own too.

It's, it's got, it's, it's, it's a, it's a triumph of civilisation as much as, as Shakespeare's plays are, I would argue. So it's not about trying to be sort of anti maths. I think there are a couple of interesting questions. One thing talking about to teachers is, have we got students studying maths who are maybe doing it because they think it's the good thing to do but are struggling with it?

Is that a good thing? Can argue it. You know, maybe if they work hard at something and get better at it, it can be good if, if they're working hard and struggling and then, then and, and then they're not cut out for it. That maybe is a challenge. That's one thing. Does it really generate the economic returns we're hoping for?

Again, you can get mixed views on this. There is a suggestion. I think that mass a level is one of the very, very few A levels that you can actually point to a caus a causative link with increased earnings in future. So that's very interesting. But there's another point of view that says if you really want to focus on on economic returns, actually degrees, there's a lot of non vocational degrees where a lot of it is signaling.

And to the extent they offer a graduate premium, it's not necessarily to do with what you're learning. It's to do with the, the prestige of what that, what that piece of paper says about you. So that complicates any factor, any attempt to kind of work out the value, the economic value of some of these non vocational degrees.

And then to go back to, is it a problem if students aren't reading? Is it a problem? And I think, again, you can, you can see it both ways. On the one hand, is there a particular cast of mind that reading gives you? something more thoughtful, more empathic, the ability to get inside someone's head that perhaps you know, in a patronizing way, it makes you a better person.

Is that true? Is it not true? Is that a sort of part of an outdated ideology in an era that didn't have? video and and podcasts and different kinds of technology. These are, these are tricky ones. I obviously feel being an English literature graduate and reading being such an important part of my life that the thing I say in the blog is even if you strip out the kind of moral and beautiful and cultural aspects of the value of reading, it does still feel to me there is a utility to it that is very hard to get away from in that a written sentence is an extremely efficient method of communicating information.

And it can do things that computer code, video, and audio cannot do. And I still think that's probably the thing where it's not going to go quite the same way as classics because there is a virtue, there is a utility to reading and writing that are quite hard to reproduce in other ways. Whether that will save literature, I don't know.

Ben: Yeah, I'm part worried. I don't know whether it's at the English A level level, but I think it is important communication skills, and maybe we'll touch on one last question to do with oracy, communication skills, so that speaking, I think is still really important. Even more perhaps writing or writing and speaking, which are interlinked.

And I feel very strongly, and I think there's some evidence for that. Your writing and your speaking skills are influenced by your reading skills. Cause they are interlinked. So if you lose reading skills, that does impact writing and speaking to some extent or persuasion and communication, which is still really.

important. And so if we lose too much reading, then that goes there. And I would say, particularly for fiction, I think there is something important about being able to think in the world beyond yourself. And I think we sort of alluded this to, you know, where do you just go to your own rabbit hole? And how do you get out of that rabbit hole to be challenged by things which aren't necessarily of your world or of your character?

And fiction is, I think, a really good way of doing that. In some ways. above non fiction in this sense because you don't have to feel too jealous or emotional about this character because you could always say it's fictional yet the the fictional world of those characters and stories can really influence your own world view in some way and therefore having no fiction in your life would impair that and I think that would make us more narrow minded and I think more narrow minded world is both not as good a world but also not as good for society in general.

Daisy: So obviously I'm inclined to agree. As I say, I spent, I spent a large chunk of my life studying literature and I don't want it to, I quite like to carry on. And when I sort of examine these trends, I can get a bit gloomy, but I, what I want to try and do is just, it's really easy, I think, for literature graduates like me to just get in a bit of wishful thinking and say, of course it's brilliant.

We did it. Of course it's amazing. So I do want to try and be the kind of, the rigorous thinker who tests the proposition. Everything you say, I want to instinctively agree with, but let, you know, let's test those propositions. So first of all, the value of fiction, the value of an imaginative world, does it matter if that imaginative world is in text or if it is, if it is video?

Ben: Yeah, I guess so. It could come from movies. Does that 

Daisy: matter? Now I'm inclined to say, and I would go along with the, you know, Marshall McLuhan's theory, the medium is the message. I think there is something different. So I don't think the two are completely analogous. I said that before, you can't have kids, you know, when kids say, oh, I don't need to read the book, I need to, I can just watch the film.

Your films are different, they are different media, and there's different ways that they allow you to think, and there's things they can do and there's things they can't do. So I'm inclined to say that they are different media. But if you're, if the thing you're saying is just about but in trying to, you know, the value of a story or a narrative, can, can they tell a story or narrative in the same way?

What is it you're losing? What is it you're gaining from, from, from not reading? I think for me, there is something, as I say, that the difference in the medium, the things that are going on in your mind when you read that is different from listening to something or watching a video, how valuable are those things?

I don't know. I mean, maybe we're about to take part in a giant experiment where we find out. 

Ben: And I guess you're right, and the trend is moving away from us, so maybe they will be, maybe. And I think 

Daisy: the other thing, where I, again, I feel quite gloomy about all this, is we can kind of pontificate with this all we want, and let's say we sit here and we decide, no, absolutely, there is a qualitative difference between both, the difference between words and video, and the difference between, kind of, reading lots of, inhabiting lots of other people's minds in fiction and not doing so.

Even if we decide that's really important, there may well be cultural trends that we are powerless to change that are just beyond us. And, and then, you know, what do you do? How do you react in, in, in a world like that? Kind of what, what happens? And I think there's an issue here with schools as well, is that I think things that schools can do, and I think they do have a lot of power, and I think the national education system, I think it is funded to the tune of something like 100 billion a year or whatever, and you know, lots of people work in it, and you know, the things that students have to do because of it, so it does have a lot of power, but it also, you know, it still has limits, and I see a lot of people from a lot of walks of life who think if I can just put something on the national curriculum, then bingo, You know, I'll put, I'll put financial awareness on knitting on the national curriculum and then everyone will have a warm jumper and won't get ripped off by a credit card company.

And you're like you know, would that it was would that the national education system was this magic wand that you could wave and it would, it would respond in that way. So there is a lot of power in the education system. There are also bigger, bigger trends in education and society is in society that.

To an extent, it probably has to reflect as much as it can change and shape. 

Ben: These are 

Daisy: tricky things. 

Ben: I always think to what ability can we teach people to love reading, say, if that's what, even if that's what we wanted to do. Or, you know, everyone says, Oh, I love reading. I mean, read it in business blogs.

We want people who are curious. Is that a teachable thing? And what does that even mean within that context? And maybe you can teach it to some extent, but I'm pretty sure in school, every book I was, maybe not every book, but certainly books I was forced to read or rather heavily encouraged to read never had quite the same joy as the book you discover yourself.

So I don't, I don't quite really know how that. How that works out. Great. Last couple of questions then is would you like to highlight any current projects that you're working on now or in the future? Are you going to be writing another book? Projects. 

Daisy: Yeah. One of the things we're working on at No More Marketing, we have this really nice comparative judgment system of assessing writing, which we've been running for seven or eight years now.

We've got a really cool new addition to it, which does use artificial intelligence. We are, we've been playing around with lots of different ways of using artificial intelligence. We are very aware of its flaws. We are very wary of just throwing it at a system because we know the errors it can make and we've written about them.

But we think we have managed to come up with An idea that works quite well, and it basically allows teachers to give some verbal comments on a piece of writing as they're judging it, and for all of the verbal comments that many teachers make on that piece of writing, the AI, first of all, the first step it transcribes them all, and then second of all, it combines them all.

All of the teacher comments into a nice polished piece of feedback for the student and the teacher. So that's something that hopefully will save teachers spending lots of time writing out comments. So that's, that's a cool thing we're working on at the moment. 

Ben: Yeah, that seems like a good project. Great.

And then last question, do you have any, I guess we'll call it life advice or advice, I guess, to parents or teachers or in your career or observations of the world that you'd want to share? 

Daisy: Oh, good question I don't know, is there anything that's sort of generalizable and relevant for everyone?

I don't, you know, we talked about spaced repetition. I, I really love it. I think it's really cool. I think even if you're an adult and you're out of formal learning, it's a lovely way to kind of just remember more of what you read. And the earlier you start, it's like a pension or compound interest.

The earlier you start, the better it is. So there's a, what the app I really like is called Anki. It's, it's a little bit, it's a little bit complex. It's got a lot of features. It's not necessarily sort of ideal for, for young kids. It's a little bit not necessarily the most friendly user interface, but it's a really nice way of building your own personal library of flashcards of your own sort of personal memory store.

And one of the, there's quite a few sort of power users out there. And one of them says the great thing about a Anki is it makes memory a choice. So you can choose, you know, if you want to remember something, if you put it into Anki. There is a very high chance you will remember it. So I would say, yeah, that's a nice life tip.

I use it and it's something I wish I'd started using when I was younger. 

Ben: Great. So yeah, spaced repetition. With that thought, Daisy, thank you very much. 

Daisy: Brilliant. Thanks Ben.

In Arts, Life Tags Podcast, football, VAR, Daisy Christodoulou, education, learning
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