Previous Quote

Steven Pinker Quotes

Next Quote
Image of the quote is loading... SaveSave The audible signals people can produce are not a series of crisp beeps like on a touch-tone phone. Speech is a river of breath, bent into hisses and hums by the soft flesh of the mouth and throat. - Quote by Steven Pinker

The audible signals people can produce are not a series of crisp beeps like on a touch-tone phone. Speech is a river of breath, bent into hisses and hums by the soft flesh of the mouth and throat.

Steven Pinker
Copy LinkCopy Link
Copy QuoteCopy Quote
Copy ImageCopy Image
Download Image of QuoteDownload Image

About The Quote

Related Authors

Related Topics

More Quotes From Steven Pinker

People do more for their fellows than return favors and punish cheaters. They often perform generous acts without the slightest hope for payback ranging from leaving a tip in a restaurant they will never visit again to throwing themselves on a live grenade to save their brothers in arms. [Robert] Trivers together with the economists Robert Frank and Jack Hirshleifer has pointed out that pure magnanimity can evolve in an environment of people seeking to discriminate fair weather friends from loyal allies. Signs of heartfelt loyalty and generosity serve as guarantors of one s promises reducing a partner s worry that you will default on them. The best way to convince a skeptic that you are trustworthy and generous is to be trustworthy and generous.
Steven Pinker
George Williams, the revered evolutionary biologist, describes the natural world as “grossly immoral.” Having no foresight or compassion, natural selection “can honestly be described as a process for maximizing short-sighted selfishness.” On top of all the miseries inflicted by predators and parasites, the members of a species show no pity to their own kind. Infanticide, siblicide, and rape can be observed in many kinds of animals; infidelity is common even in so-called pair-bonded species; cannibalism can be expected in all species that are not strict vegetarians; death from fighting is more common in most animal species than it is in the most violent American cities. Commenting on how biologists used to describe the killing of starving deer by mountain lions as an act of mercy, Williams wrote: “The simple facts are that both predation and starvation are painful prospects for deer, and that the lion's lot is no more enviable. Perhaps biology would have been able to mature more rapidly in a culture not dominated by Judeo-Christian theology and the Romantic tradition. It might have been well served by the First Holy Truth from [Buddha's] Sermon at Benares: “Birth is painful, old age is painful, sickness is painful, death is painful...”” As soon as we recognize that there is nothing morally commendable about the products of evolution, we can describe human psychology honestly, without the fear that identifying a “natural” trait is the same as condoning it. As Katharine Hepburn says to Humphrey Bogart in The African Queen, “Nature, Mr. Allnut, is what we are put in this world to rise above.
Steven Pinker
Perhaps we should rejoice that people’s emotions aren’t designed for the good of the group. Often the best way to benefit one’s group is to displace, subjugate, or annihilate the group next door. Ants in a colony are closely related, and each is a paragon of unselfishness. That’s why ants are one of the few kinds of animal that wage war and take slaves. When human leaders have manipulated or coerced people into submerging their interests into the group’s, the outcomes are some of the history’s worst atrocities.
Steven Pinker
So holding many factors constant, we find that living in a civilization reduces one’s chances of being a victim of violence fivefold.
Steven Pinker
What could be more fundamental to our sense of meaning and purpose than a conception of whether the strivings of the human race over long stretches of time have left us better or worse off? How, in particular, are we to make sense of modernity—of the erosion of family, tribe, tradition, and religion by the forces of individualism, cosmopolitanism, reason, and science?
Steven Pinker
Because much of the content of education is not cognitively natural, the process of mastering it may not always be easy and pleasant, notwithstanding the mantra that learning is fun. Children may be innately motivated to make friends, acquire status, hone motor skills, and explore the physical world, but they are not necessarily motivated to adapt their cognitive faculties to unnatural tasks like formal mathematics. A family, peer group, and culture that ascribe high status to school achievement may be needed to give a child the motive to persevere toward effortful feats of learning whose rewards are apparent only over the long term.
Steven Pinker
Education is neither writing on a blank slate nor allowing the child's nobility to come into flower. Rather, education is a technology that tries to make up for what the human mind is innately bad at. Children don't have to go to school to learn to walk, talk, recognize objects, or remember the personalities of their friends, even though these tasks are much harder than reading, adding, or remembering dates in history. They do have to go to school to learn written language, arithmetic, and science, because those bodies of knowledge and skill were invented too recently for any species-wide knack for them to have evolved.
Steven Pinker
The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.
Steven Pinker
Report Quote Report Quote Report Quote Submit Quote Submit Quote Submit Quote