Article
Attention
Creed
Education
Psychology
6 min read

We miss so much when we only see what we are looking for

Explaining why we don't see the unseen - with the help of a gorilla.
A blurred image of a blindfolded man.
Manuel Bonadeo on Unsplash.

In a thriving Pentecostal Church on an English city street, a room full of worshippers are singing, clapping, dancing and throwing their hands in the air. The preacher cries “Come, Holy Spirit!” and there are cries of “Amen!” and “Yes Lord!” One person has tears on their cheeks.  

A few doors down, a few dozen Anglicans also gather. Heads bent over their liturgy books, there is a hum of responses and an air of reverence. “Give us the joy of your saving help: and sustain us with your life-giving Spirit.” The altar candles flicker as the community settles itself into pews. The Holy Spirit is no less present to these worshippers, although they respond in a completely different way.  

Both churches share one creed, in which they commit to their belief in God as the source of all things, seen and unseen. Whilst Pentecostal theologies tend to focus on the observable and unpredictable signs of the Spirit at work, many Anglicans would describe the Spirit in terms of an inner experience, perhaps one that is cognitive rather than physical. But either way, Christians share one belief – that God is present in the world, and we call that the Holy Spirit.  

However, there are also hundreds of people who walk past both of these churches, week by week, who would never dream of setting foot inside. Many of them will think that anyone who believes in God is deluded or deceived. Such rationalist thinkers often have a strongly monist view of the world, in which everything, even mysterious things such as human consciousness and perception of non-physical entities, must have a physical or biological basis. As Ebenezer Scrooge says to the apparent ghost of Marley in Charles Dickens’ book, A Christmas Carol, “You may be an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of an underdone potato. There's more gravy than of grave about you, whatever you are!” 

It is almost impossible to convince someone who hasn’t had a first first-hand experience of God that anything like the Holy Spirit exists. Many nay-sayers, I suspect, quietly (or maybe not so quietly) believe that their unbelief is because they are more rational and maybe even more intelligent than those who get excited by such things. But there is another possible explanation for why some people apparently cannot, or will not, see the unseen.  

The British education system is heavily orientated towards STEM. Even when more creative subjects such as literature find their way into the syllabus, they are often studied in a rather dry and analytical way. Notwithstanding the efforts of the occasional maverick teacher, I recall much time spent learning how to identify the iambic pentameter of Shakespeare, and little (if any) time learning to articulate how his sonnets made me feel. Such a system turns out good scientists, but it may be that in doing so it trains our young people out of being able to perceive a whole raft of things which are arguably just as important to human flourishing.  

The world around us contains significantly more sensory input than our minds can process, so we simply don’t pay attention to most of it. 

A “selective attention test” can quickly prove this point. I did one recently with a room full of psychology undergraduates, almost all of whom had identified as monists. “Since you guys are the brightest and the best,” I simpered “let’s do a little intelligence test. Apparently only five per cent of the general population get the answer right to this puzzle, but in this room, I expect the success rate will be a little higher…”  

Having primed them by flattering their egos, I proceeded to show them a video called “The Monkey Business Illusion”, designed in 2009 by scientists Christopher Chabris and Daniel Simons. During the short film, a group of people pass basket balls to each other, and viewers are asked to count how many times the players wearing white shirts pass the ball. It seems simple enough, and when the film ended, I asked the students how many counted the right number of passes. Almost every hand in the room went up. No surprises there.  

Then I asked the more important question – who saw the gorilla? There was a smattering of laughter, and this time only about half of the hands went up. Meanwhile, the other half of my students were looking around at their peers, utterly confused… 

But it was true. In “The Monkey Business Illusion”, a person in a 6ft gorilla costume walks right across the middle of the scene, weaving through the players in the game. However, because most viewers are intently focussed on watching the players in white, they simply don’t perceive it. You can try this for yourself - the video I’m talking about can be found easily on YouTube, and if you follow the search term “selective attention test” there are many others like it.  

The material point is that the world around us contains significantly more sensory input than our minds can process, so we simply don’t pay attention to most of it. If you pause for a moment right now, you might notice that there is the hum of a heater in your room, or the noise of traffic outside, or the smell of an air freshener, or that a piece of your clothing that is too tight – things you were simply not aware of until I pointed them out. It’s common that we don’t perceive things until something else makes us think that they are important. If someone tells you that your house might have structural damage, you will suddenly start to notice every creak that comes from your walls and ceilings, even though those creaks have probably been happening for years.  

As social beings, we can be easily conditioned into paying attention to certain things and ignoring others. If I tell a group of students that intelligent people are highly attentive to the players in white shirts, I increase the likelihood that they simply will not notice a gorilla.  

There is good research to show that children, even in our modern and secular society, are inherently spiritual – most young kids believe in God, or gods, fairies and the existence of many things unseen. But this is not celebrated in our STEM focussed education system, wherein young minds are highly conditioned to let go of such “irrational” beliefs and trust in the full explanatory power of science. It is so effective that, by the time they get to my classroom at university, I’ve got little hope of persuading any of my monists that there was a 6ft gorilla without showing the video again and letting them see it for themselves.  

But there are always some people who are willing to challenge the idea that Marley was just an undigested bit of beef. There are always some people who attend churches of one type or another, or practice other forms of spirituality and religion. Some pray, some meditate, and many take part in rituals. This trains them in what anthropologist Tanya Luhrmann calls “micro-processes of attending”, leaving them more ready to perceive spiritual things instead of screening them out of their conscious awareness. How they respond might depend on preferred tradition – dancing, liturgy, or a little bit of both. But all agree that there is something going on that is unseen and important.  

Many STEM educated, highly rational and fully committed monists no doubt think that those who attend churches are deluded and deceived into perceiving unseen things are simply just not there. These nay-sayers have been taught, implicitly and explicitly, that it is more intelligent to believe in the all-explanatory power of science. But perhaps it is they who have been deluded and deceived? As the Monkey Business Illusion demonstrates, if you flatter someone’s intelligence enough, it becomes entirely possible to hide a 6ft gorilla in plain sight.  

Watch the Monkey Business Illusion

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Article
Comment
Education
Language
6 min read

Cutting language learning is a moral failure

Learning someone’s tongue is a deeply humble and empathetic act
A check list shows 'thank you' in different languages.

When you go abroad, how do you navigate language differences? Do you just stick everything through Google translate? Or put a few weeks into Duolingo before you go? Or maybe you just speak a bit louder in the hope that that will somehow smooth over any misunderstandings? 

Recently, my wife and I went to Italy for a week. Neither of can speak a word of Italian and we were taking our toddler Zachary with us (who can speak even less Italian), so we booked into a big resort where we knew staff would be able to speak some English if we needed anything for Zach. Even so, we tried learning a few words and phrases:  

‘please’,  

‘thank you’,  

‘could I have …?’,  

‘where is the …?,  

‘please forgive my toddler, he hasn’t learned to regulate his emotions yet’. 

That sort of thing. Just some basics to get by.  

Of course, what happened was exactly what happens every time I speak another language. I try my best to make an effort, people immediately realise I’m a struggling and they put me out of my misery by replying in English anyway.  

All this reinforces the importance of deep and rigorous language learning in society. All this makes the continued diminishment of university modern language programmes rather odd, and more than a little unsettling.  

The University of Nottingham has announced it is terminating the employment of casual staff at its Language Centre. This will see the end of numerous classes for students and others in many languages, both ancient and modern, including British Sign Language.  

Nottingham is not alone in this. The news comes in the immediate aftermath of a review into the University of Aberdeen’s decision to scrap modern language degrees in 2023, which found the decision “hurried, unstructured, and dominated by immediate financial considerations.” (Not that we needed a review to tell us this). The University of Aberdeen has partially reversed the decision, continuing its provision of joint honour degrees, if not single honour language degrees.  

Elsewhere, in January, Cardiff University announced plans to cut 400 academic staff, cutting their entire modern language provision in the process. In May, the University revealed that it would reverse these plans, with modern languages continuing to be offered (for now), albeit it a revised and scaled-down manner. 

The situation is bleak. As a theology lecturer who works for a Church of England college, I’m all too aware of the precarity my friends and colleagues in University Arts and Humanities departments face across the sector. But I was also naïve enough to think that languages might be one of the subjects that would be able to survive the worst of education’s deepening malaise given their clear  importance. How wrong I was. 

There are the obvious causes for despair at the news of language department cuts. One the one hand is the human element of all this. People are losing their jobs. Moreover, as casual workers, the University had no obligation to consult them about the changes or provide any notice period, and so they didn’t, because why would a university demonstrate courtesy towards its staff unless it absolutely had to? As well as losing jobs and whole careers, people will lose sleep, and perhaps even homes and relationships as a direct result of the financial and emotional toll this decision will take on staff. My heart breaks for those effected.  

And yet, the move is also evidence – as if more were needed – of the increasing commercialization of Higher Education. A statement from the University said the decision to cut languages in this way was the result of the Language Centre not running at a “financial surplus.” The cuts will instead allow the University to focus on “providing a high-quality experience for our undergraduate and postgraduate students.” 

And there we have it. Not even a veneer of pretence that universities operate for the pursuit of truth or knowledge. No, nothing so idealistic. A university is business, thank you very much, here to offer an “experience”. And when parts of businesses become financially unsustainable, they’re tossed aside. 

Languages aren’t just ways of describing the world we see, they’re also ways of seeing the world in the first place. 

But cutting language offerings isn’t just a personal and a societal loss, it’s also a huge spiritual and moral failure. And that’s because of what language fundamentally is. Let me explain.  

It can be tempting to think of words as simply ‘labels’ we assign to objects in the world, with different languages using a different set of ‘labels’ to describe the same objects. As a native English speaker, I might see something with four legs and a flat surface on top and call it a ‘desk’. Someone else with a different native language might call it a Schreibtisch, or a bureau‚ or a scrivania, or a tepu, or a bàn làm việc. You get the point: we might be using different labels, but we’re all ‘seeing’ the same thing when we use those ‘labels’, right? 

Well, it’s a bit more complicated than that. Languages aren’t just ways of describing the world we see, they’re also ways of seeing the world in the first place. As such, languages have the capacity to shape how we behave in response to the world, a world itself suggested to us in part by our language(s). As twentieth-century philosopher Ludwig Wittgenstein once wrote, “the limits of my language mean the limits of my world.” 

Let me give you just one example. English distinguishes tenses: past, present, future. I did, I do, I will do. Chinese does not. It expresses past, present, and future in the same way, meaning past and future feel as immediate and as pressing as the present. The result of ‘seeing’ the world through a ‘futureless’ language like this? According to economist Keith Chen, ‘futureless’ language speakers are 30 per cent more likely to save income compared to ‘futured’ language speakers (like English speakers). They also retire with more wealth, smoke less, practice safer sex, eat better, and exercise more. The future is experienced in a much more immediate and pressing way, leading to people investing more into behaviours that positively impact their future selves, because their view of the world – and their future selves’ place within the world – is radically different because of their language. 

Different languages lead to seeing the world differently which leads to differences in behaviour. In other words, there are certain experiences and emotions – even certain types of knowledge and behaviours - that are only encounterable for those fluent in certain languages. And this means that to learn another language is to increase our capacity for empathy. Forget walking a mile in someone’s shoes, if you want truly to know someone, learn their language.  

In my day job as a lecturer, when I’m trying to encourage my students – most of whom are vicars-to-be – to learn biblical Greek and/or Hebrew, I tell them it will make them more empathetic people. It may make them better readers of the Bible, it may even make them better writers too but, more than anything else, students who learn languages will be better equipped to love their neighbour for having done so. They will get a better sense of the limits of their world, and a greater appreciation for the ways in which others see it too. Show me a society that is linguistically myopic, and I’ll show you one that’s deeply unempathetic. I can guarantee you of that.   

We ought to be deeply, deeply concerned about the diminishing language offerings in the UK’s Higher Education sector. To open oneself to other languages is to open oneself to other ways of seeing the world. It is to be shown the limits of one’s own ways of seeing. Learning a language is a deeply humble and empathetic act. And isn’t humility and empathy in desperately short supply at the moment? 

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This is made possible through the generosity of our amazing community of supporters.

If you enjoy Seen & Unseen, would you consider making a gift towards our work?
 
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