The Books Interview: Nicholas Humphrey

Solving the problem of consciousness.

Most of the Critics section in this week's issue of the New Statesman, out today, is devoted to a philosophy special. The philosopher and writer Raymond Tallis reviews two of the latest contributions to the burgeoning science of consciousness, Antonio Domasio's Self Comes to Mind and Nicholas Humphrey's Soul Dust. Humphrey recently spoke to the New Statesman about his new book.

Can you explain the title of your new book, Soul Dust?
I'm arguing that consciousness is like a kind of fairy dust which turns everything it touches into gold. "Dust" means matter too, but what I also want to do is reintroduce the soul as a respectable issue for evolutionary psychology and philosophy.Soulfulness or spirituality is a major achievement of natural selection. It allows us to live in this extraordinary ecological net which I call "soul land".

What's distinctive about your approach?
Philosophers and scientists have assumed that consciousness must be giving us some new skill or faculty of cognition. Then they get verypuzzled, because it doesn't seem to. I argue that consciousness changes our psychology in terms of our attitude toward the world we live in, rather than giving us a new skill.

Why do you want to make the idea of the soul respectable again?
My position as a natural historian of consciousness is to take seriously the way consciousness affects people's outlook on life. They may, for example, have the Christian idea of the soul, with all the baggage that comes with it.But spirituality and the belief in the soul actually came before religion, and religion has been parasitic on them. I don't agree with the view, now rather common view among evolutionary psychologists, that religion was evolutionarily adaptive.

How do you account for the emergence of religion then?
It emerged for cultural reasons. It's an extraordinarily powerful "meme", if I can use that word. But memes don't have to serve the interests of the hosts who carry them. I'm not arguing that religion is a bad thing in terms of the consequences it has. My point is that people had a spiritual side before religion took advantage of it.

You describe consciousness as a "magical mystery show" that human beings lay on for themselves. Why do we do that?
Sensation didn't have to have the qualities it does. They seem to have been elaborated by some really clever things going on in the brain. The question is why we have evolved them? My answer is that they change our relationship to the world and make it seem a more mysterious and magical place, and make us, as the enchanters of the world, see to be extraordinary, almost supernatural beings.

Indeed, you point out that we are tempted to treat consciousness as something "out of this world".
It seems to be something that is beyond explanation in terms of what we know about the material world. That's a claim which many people, religious believers and philosophers, always make.

So do you see your job in this book as breaking the spell that consciousness puts on us?
I don't think I'm breaking it. I'm drawing attention to it, and marvelling at it. Of course, I'm also trying to give a material explanation for what looks like magic. But the emphasis is on the fact that it does look like magic, and the questions I go on to ask are about what purpose it's serving.

What about animals which are conscious but don't, as far as we can tell, feel so special?
There may be varieties of consciousness which have at least some of the psychological effects I described and which we could recognise in dogs or chimpanzees, say. We should be able to see signs of it in the playfulness and the exuberance of an animal, in the way it delights in being itself.

Your background is in experimental psychology rather than philosophy. What do your more empirically minded colleagues think of what you're doing?
I'm waiting to see. The challenge will be to "prove it". If I am doing this in the name of science, then I ought to come up with predictions. But that is a tough order. I just hope that the ideas are taken seriously and that people who are much cleverer than me will realise that this could haveinteresting and testable consequences.

Interview by Jonathan Derbyshire
Nicholas Humphrey's "Soul Dust: The Magic of Consciousness" is published by Quercus (£18.99)

Jonathan Derbyshire is Managing Editor of Prospect. He was formerly Culture Editor of the New Statesman.

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I worked as a teacher – so I can tell you how regressive grammar schools are

The grammars and "comprehensives" of Kent make for an unequal system. So why does Theresa May consider the county a model for the future?

In 1959 my parents moved me from a Roman Catholic primary school to the junior branch of King Henry VIII, Coventry’s most high-profile grammar. The head teacher berated my mother for betraying the one true faith, but although she was born in Galway, my mum was as relaxed about her religion as she was about her native roots. Any strong feelings about the English Reformation had disappeared around the same time as her Irish accent. Her voice gave no clue to where she was from and – as a result of a wartime commission – the same was true of my father. Together, Mrs and Mr Smith embodied postwar Britain’s first-generation upwardly mobile middle class.

Their aspiration and ambition were so strong that my mother saw no problem in paying for me to attend a Protestant school. Why, you may ask, did my dad, a middle manager and by no means well off, agree to pay the fees? Quite simply, my parents were keen that I pass the eleven-plus.

King Henry VIII School benefited from the direct grant scheme, introduced after the Education Act 1944. In Coventry, the two direct grant schools were centuries old and were paid a fee by the government to educate the fifth or so of boys who passed the eleven-plus. When secondary education in Coventry became comprehensive in the mid-1970s, King Henry VIII went fully independent; today, it charges fees of more than £10,000 per year.

A few years ago, I returned to my old school for a memorial service. As I left, I saw a small group of smartly dressed men in their late seventies. They had strong Coventry accents and intended to “go down the club” after the service. It occurred to me that they represented the small number of working-class lads who, in the years immediately after the Second World War, were lucky enough to pass the eleven-plus and (no doubt with their parents making huge sacrifices) attend “the grammar”. But by the time I moved up to King Henry VIII’s senior school in 1963 there appeared to be no one in my A-stream class from a working-class background.

From the early 1950s, many of the newly affluent middle classes used their financial power to give their children an advantage in terms of selection. My parents paid for a privileged education that placed top importance on preparation for the eleven-plus. In my class, only one boy failed the life-determining test. Today, no less than 13 per cent of entrants to the 163 grammar schools still in the state system are privately educated. No wonder preparatory schools have responded enthusiastically to Theresa May’s plans to reverse the educational orthodoxy of the past five decades.

Nowhere has the rebranding of secondary moderns as “comprehensives” been more shameless than in Kent, where the Conservative-controlled council has zealously protected educational selection. Each secondary modern in east Kent, where I taught in the 1970s, has since been named and renamed in a fruitless attempt to convince students that failing to secure a place at grammar school makes no difference to their educational experience and prospects. That is a hard message to sell to the two-thirds of ten-year-olds who fail the Kent test.

Investment and academy status have transformed the teaching environment, which a generation ago was disgraceful (I recall the lower school of a secondary modern in Canterbury as almost literally Edwardian). Ofsted inspections confirm that teachers in non-grammar schools do an amazing job, against all the odds. Nevertheless, selection reinforces social deprivation and limited aspiration in the poorest parts of the south-east of England, notably Thanet and the north Kent coastline.

A third of children in Thanet live in poverty. According to local sources (including a cross-party report of Kent councillors in 2014), disadvantaged children make up less than 9 per cent of pupils in grammar schools but 30 per cent at secondary moderns. University admissions tutors confirm the low number of applications from areas such as Thanet relative to the UK average. Though many of Kent’s secondary moderns exceed expectations, the county has the most underperforming schools in the UK.

When I began my teaching career, I was appallingly ignorant of the harsh realities of a secondary education for children who are told at the age of 11 that they are failures. Spending the years from seven to 17 at King Henry VIII School had cocooned me. More than 40 years later, I can see how little has changed in Kent – and yet, perversely, the Prime Minister perceives the county’s education system as a model for the future.

This article first appeared in the 22 September 2016 issue of the New Statesman, The New Times