The never-ending questions

The running theme in this blog, perhaps in my entire life, has been on reality, or what we think may be reality. What is reality?  Is that a valid question?

As author, literary agent, and 'thinker' John Brockman once proclaimed, he has had a lifelong obsession with asking questions, especially "the" question: "What is the last question?". 

Brockman's first book on pondering questions was By The Late John Brockman, published in 1969. In his own words, it was "about the idea of interrogating reality". Most would respond by declaring this is useless philosophy, thereby concluding it all meaningless. Yet each and every one of us plays apart in it, and without it. (As suggested in the movie, "The Matrix") Most of us just aren't aware of it. 

"Reality as a whole is unmeasurable except through effect. The unity is in the methodology, in the writing, reading, in the navigation. This system cannot provide us with ultimate answers, nor does it present the ultimate questions. There are none."*

This also precipitated his vision of the 'Third culture' consisting of "those scientists and other thinkers in the empirical world who, through their work and expository writing, are taking the place of the traditional intellectual in rendering visible the deeper meanings of our lives, redefining who and what we are." 

In 1988 Brockman and others created The Edge Foundation, an association of science and technology intellectuals. It was also an outgrowth of The Reality Club, a gathering (historically called a 'salon') of intellectuals based in NYC and held by a host. From 1981 through 1996 many well known scientists, authors, artists, technologists, and entrepreneurs met for presentations, 'round-table' discussions, seminars, etc. It retired to a virtual  presence on The Edge website in 1996. (A link on the sidebar has been posted when I created this blog in 2005.)

Despite frequently following the website after I first discovered The Edge (~1998), life became complicated and I lost track of it. An academic career sometimes consume the only existence in one's life, especially in LAC (Life After Children). I was busy "interrogating" small subsets of reality. 

It was with sadness (on my part) that Brockman ran out of questions and announced in 2018 the finale to The Edge project with the question, "WHAT IS THE LAST QUESTION?". 

"Ask 'The Last Question,' your last question, the question for which you will be remembered."

Possibly the best tribute to The Edge was in a ''moratorium'' by lecturer and writer Kenan Malik in The Guardian. The excerpt below gave me some private satisfaction in that I have always relayed similarly to students, children, colleagues, lab members, friends, relatives, and, many times, here on this blog: ask questions. (despite the frustrations of many).

"Asking questions is relatively easy. Asking good questions is surprisingly difficult. A bad question searches for an answer that confirms what we already know. A good question helps to reset our intellectual horizons. It has an answer that we can reach, yet unsettles what we already know."

 One response on the webpage, which may not really qualify as an answer for some, is one of my favorites. As we often say in the scientific fields, answers to a question may only be more questions.

"The final elegance: assuming, asking the question. No answers. No explanations. Why do you demand explanations? If they are given, you will once more be facing a terminus. They cannot get you any further than you are at present. The solution: not an explanation: a description and knowing how to consider it."**

Many people are unsettled by that, but it is the reality. Perhaps it is a very simple single question with no explanation. Just like reality.

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 * John Brockman, By The Late John Brockman, 1969, Macmillon. The Kindle format can be accessed on Amazon.com. Hard copies are >$70.

** Ludwig Wittgenstein, Zettel, eds. G. E. M. Anscombe and G. H. von Wright, trans. G. E.

Humans are not islands

"Pathosystem" 

I like that term. It encompasses a systems perspective -both pathogen and host- rather than focusing on just a single component of a system. It is an ecosystems perspective with emphasis on pathogen-host-environment. 

My academic career spanned plant, animal and human pathology (except for the last several years in physiology). A systems perspective is always inherent in the first two, less so in human pathology. It's as if Descartes binary philosophy (separation of mind and body) extended to separation of body and the environment in which bodies exist. As medical specialization demonstrates, even separation of organs from the rest of the body. 

I have wondered if this might be a contributing factor in some of the failures of modern medicine. An example is the lack of translational research of human psychology and medicine. 

The prime example is diabetes: lot of research in physiology and pharmacology, but little research and application of how/what to inform and impact people to change and adopt behaviors that prevent and reduce diabetes. This extends also to social systems: education, policy, connecting the production, supply and access of nutritious food. 

We know how this works and how to achieve these goals with plants and animals. And we practice it, most of the time. The question is why can't we do it for ourselves, and other people? 

This is what we really need to focus on. It's that part of the 'ecosystem' that is dysfunctional. Science should be the leader in this. 

Why isn't it? Has that failed us, too?

Muscles don't have memories!!

Peeve: When the scientific community can't agree on a definition consensus for a term, such as 'muscle memory'. 

Muscles don't have memories. Brains do. 

Ask anyone in a gym and you'll get four or more interpretations of what 'muscle memory' is or means. Ask scientists and you'll get one of three; each thinking they offer the only correct definition. 

This was a frequent source of amusement in our lab (neuromuscular pathology); we agreed to avoid the term unless being sarcastic. We often used the general term 'muscle plasticity': the ability of a given muscle to alter its structural and functional properties in accordance with the environmental conditions imposed. That's what muscles do. 

Then, what IS muscle memory?

According to Wikipedia (and a more summarized definition in Oxford Dictionary), 'muscle memory' is:

"...a form of procedural memory that involves consolidating a specific motor task into memory through repetition, which has been used synonymously with motor learning. When a movement is repeated over time, the brain creates a long-term muscle memory for that task, eventually allowing it to be performed with little to no conscious effort. This process decreases the need for attention and creates maximum efficiency within the motor and memory systems."

So, what is muscle plasticity? 

Phenotypic* plasticity allows single genotypes to express different phenotypes under diverse environmental conditions. Organisms, and tissues (some more than others), respond to different environments by changing how they act, look or function. Skeletal muscle is a highly plastic tissue. 

For example, exercise initiates signaling pathways that modify muscle fiber metabolic, physiological and contractile properties of skeletal muscle (sometimes referred to as 'remodeling'). That is 'muscle plasticity'. Whereas exercise can also evoke memories (conscious and subconscious) in the brain of how movements are executed. It is a back-and-forth communication between muscles and the brain via the central nervous system. That is  'muscle memory'.

In language, adjectives connote specificity. In particular, 'neuromuscular plasticity' and pathology were the focus of our research. Muscle plasticity requires the coordinated interaction between neurons and muscles, but pathology narrows the focus. Disease or injury of motor system components, including responsive proteins in muscle fibers, can lead to muscular motor dysfunction. Like all tissues, biological/molecular processes are included. 

One example is muscular dystrophy: a disease in which one or more muscle proteins are absent or dysfunctional because of genetic aberrations that interrupt the signal between the motor neurons and the ability of the muscle to respond. It has little if anything to do with procedural memories, aka 'muscle memories', in the brain. A muscle group without dystrophin won't be able to contract, irrespective of any 'muscle memory' in the brain. 

Using the correct language is imperative for science communication within the scientific community. Incorrect** and vague terms are perpetuated throughout communication and education (formal and informal) outside of that community, such as with medical professionals, trainers, social media, etc. Yet confusion remains if members of the scientific community do not consistently use correct definitions of terms. This needs fixing.

Summarily, the use of the term 'muscle memory' should be restricted to the associations of movement and 'memories' established in the brain. Better yet, these terms are better:

• Procedural memory ( or 'Kinesthetic memory'): the automatic movements involved in throwing a ball, dancing, swimming, steering a vehicle, typing, or even squats.), or
• Motor memory:  process by which animals can adopt both persistent and flexible motor behaviors. 
  
  

MUSCLES DON'T HAVE MEMORIES!
Brains do.

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* Phenotypic is the observable traits of an individual resulting from the interaction of its genes (genotype) and its environment. 

** Many researchers have recently published papers in scientific journals and still use the term 'muscle memory' in the context of muscle biology/molecular biology and physiology without ANY reference to -'memories' formed and stored in the brain! 

The obese 'horse' and the diabetic cart

The link leads to an interesting article by a biology scientist. I especially appreciate his discussion of models for obesity. However, he shifts from criticism of the standard model, mouse, to using that of bear. Which may or may not be more useful.

Regardless, he, too, falls into the same pit as so many others: the 'bandaid' approach. Putting the cart (solution) before the horse (cause). Or, putting a bandaid over the wound without addressing the causes (which are multifactorial).

Universally neglected is how to educate, encourage and motivate humans to eat less and increase activity. The solutions, such as behavior modification and choices, could solve many of the associated issues with obesity and diabetes: weight gain, dysfunction of insulin sensitivity and glucose regulation, concomitant and/or subsequent metabolic illnesses (inflammation, cardiac dysfunction, etc).

Why does the medical and scientific communities ignore the psychology of eating and sedentary lifestyles? No drugs or animal models will magically solve these dysfunctions. Let's start with healing the horse first, then we can address the cart. 

Image by Rachel Sumpter

Academia is failing and everyone is responsible

I chose to retire early because the academic environment I was in had become toxic. And not just for me.

In addition to working 9-10 hours, sometimes more, and having a four-hour daily commute, the academic environment had become dysfunctional. In addition to experiencing discrimination, increasing (often unreasonable) demands, incompetence at all levels of administration, support and guidance was not only lacking, but often there was no accountability. Many PIs lacked people and group management skills, department heads often overlooked bad behavior and management, and too many times the university Human Resources either overlooked or refused to intervene when valid complaints were reported. This lack of accountability only enabled poor lab environments at the expense of productivity, quality research, and satisfaction by all lab members. Education also suffered collateral damage.

In the capacity of most of the strata of that hierarchy (except as department head and institutional office) over several decades, I have seen many bright and capable students, staff, and even PIs, leave academia. I (and a colleague) left one university because of discrimination, harassment and a very dysfunctional department. I finally retired from another university after ten years with similar experiences. During that time I worked with a few colleagues that had exceptional people and management skills, and who also left for other positions and institutions. With sadness, and some anger, I have also seen productive graduate students with excellent potential also leave. Most eventually found a favorable position and institution, but a few left science completely because of their bad experiences.

The culture and system is deteriorating at all nodes and needs attention. I am encouraged to see some attention to these matters in the last several months in a few reputable journals and on social media, especially blogs. However, the focus has been on graduate students, especially post-docs. But that attention and concern needs to broaden out to include PIs, department heads, and institutional management.

Yes, the fault is spread everywhere in the system. So let’s include every participant.


The group at the journal Nature recently posted a poll on their FaceBook group page, Nature News and Comment.

The following was my comment to this poll about people management training in academia:

“I chose “Additional training for PIs” because:

1. I could choose only one.

2. The established hierarchy of the academic unit is PIs at the top. A PI with good skills with people and work management, especially communication, will potentially already establish and maintain a healthy and productive lab environment. That includes training of lab assistants and students.

Additionally, students (and other lab staff) often feel powerless when department heads and even Human Resources do not provide guidance or intervention when complaints are reported. In those cases, the PIs weld complete authority.

3. After perusing the articles in Nature and other journals on this topic, most of the attention is on graduate students. Lacking is focus on improving skills for PIs and the overall members of the culture (including department heads and administration). Glaringly absent is recognition of lab assistants, especially lab managers, who often are the surrogate lab nanny and educator.

Being retired has allowed me to reflect on the past 28 years serving in the capacity of all points in that hierarchy (except department head). At each node is the ability to contribute to a healthy, productive, and satisfying academic experience and culture for all.

However, it seems that the appropriate skills have deteriorated, and awareness of that has fared even worse over the last two decades. Academia and the culture, including the institutional, have generally but not universally deteriorated, with both education and research suffering. I have seen many bright graduate students and PhDs leave (myself included). And it needs “fixing” at every node in the system.

Why place the burden solely on the students?”

Science blogging community makes contact with the outside world | The Science Web

Science blogging community makes contact with the outside world | The Science Web


Satire, but there is some truth in this.

"From what we know so far, it appears that this group have been writing and commenting on blogs that are only read by other science bloggers. It is believed that around 80% of science blogs are actually blogs about other blogs."

Academic Assholiness

"As we talked we started to wonder: do you get further in academia if you are a jerk?"

A recent blog post, Academic assholes and the circle of niceness, on the Thesis Whisperer examines the increasing trend of academic snobbery, arrogance, and, aptly termed, 'assholiness'.

Some people ask me why I retired early from academia. Depending on the inquirer, my responses range from "It was just time to do so," to a rant on the trend of academic assholiness.

During the last nine years at a large self-inflated university that trend has increased, and, in fact, has been selected for, intentionally or not. After being recruited for a research position there, I was genuinely excited and passionate about my work. Over the next nine years of experience and observations in two departments, that dwindled to waking up every weekday morning and forcing myself to go through the motions. The last two years were simply a job while I prepared to walk away from the Academic Empire.

This is not the only university in which I have observed and experienced Academic Assholiness. Nor have I been close-mouthed about specific examples like many others that endure it and trudge on. My grievances were nodded at, checked off and ignored. I watched with anger as a research lab manager fought for her job with a lawsuit because a department head covertly attempted to have her fired. In this case, it was a prompted by an illness resulting from unhealthy environmental conditions in the department. This was an ongoing complaint by several staff and researchers over several years, but was repeatedly ignored.

Another example was a research scientist that continuously discriminated against gender and race of staff and graduate students in his laboratory. Grievances related to this individual were overtly ignored. Additionally, an academic scientist nearly destroyed the career of a young and brilliant scientist because of a personal dislike for her national affiliation and origin. And another scientist who intentionally recruited foreign graduate students to demand unreasonably long working hours, even threatening their educational and visa status if they complained. Then there's the junior scientist who feels that unrelenting humiliation of graduate and undergraduate students during their seminars or presentations elevates his own academic standing. And, lastly, the arrogant yelling at janitorial and service staff as if they were kicking a dog, or, mostly, their prevalent treatment of them as the Invisibles and Untouchables.

Finally, there is the Nobel Prize researchers recruited and installed in university departments at the expense -their research space and equipment- of other well-established and equally successful (without the NP recognition) academics, and whose snobbery and academic arrogance is overlooked and even smiled upon by university administration.

These are members of the increasing species of Academia assholiata that I see rapidly evolving in our social environment. I could continue with examples from 28 years in academic halls and three universities. Only one of these institutions, a small university, had a credible and effective process for grievances. The other two institutions had sham committees. Speaking openly meant being blacklisted. In the past four years I have seen too many young and bright scientists leave academia, and am now seeing a flood of older scientists flee, some jaded and bitter.I left last year without looking back.

I am heartened and pleased to see more public discourse like this post on these issues, and I encourage others in all levels of academia to be more outspoken.