Elliot: Hi, Caeli.
Caeli: What's parochial?
Elliot: This is going to take a little while to explain, so bear with me.
Elliot: In the distant past, life was very different, in some ways. But in other ways, it was similar. In the distant future, life will be very different, in some ways. But in other ways, it will be similar. Things that are constant between different places, different times, and different cultures, like logic or math, are not parochial. Features of our personal circumstances that are unique to our lives, are very parochial. The main idea is that parochial thinking is lacking in perspective. It mistakes local features of reality for universal patterns. The opposite of parochial is something like universal, necessary, or fundamental.
Caeli: What do you mean by "local"?
Elliot: Local usually means "here". It's stuff that's close to us, usually physically close, like in terms of location. But more generally, a local thing is one that isn't attached to the universe in general. It's something we can think about in isolation.
Caeli: Is anything really unrelated to anything else?
Elliot: Not perfectly, but we can think about the aspects that are unrelated, or make some approximations.
Caeli: OK, so parochial ideas are like local ideas?
Elliot: That's very close. But if an idea really is local, it's not wrong to think so. Parochial thinking refers to making mistakes about what is local. It's thinking stuff is not local, when actually it is.
Caeli: Can you give an example?
Elliot: There's a saying that death and taxes are universal. The reason people think that is that they play a huge role in our lives. But the saying is very silly. Already people are putting off death for many years using new medicines. And already there are books describing how we could have a good society without taxes.
Caeli: I think I see what you mean. So, should we just avoid saying that things are universal, if we don't know?
Elliot: What we need to do, is think carefully about what we do know, and what makes sense. Explanations have their own logic which says what they apply to, and you can't make it more or less just by saying something different. Now consider taxes. Lots of societies in the past didn't have any. So it's hard to imagine how a careful thinker could conclude they are a universal feature of human existence.
Caeli: What about death?
Elliot: Well, that one is easy to forgive, at least until recently. Let's not worry too much about whether people should have known better in the past. The point is that if we try, we can identify a lot of parochial mistakes and avoid them. Surely we will be making others we don't know about, but the goal is to get better at this.
Caeli: Why is this important?
Elliot: It's related to a lot of things. For example, parenting. Because of their extreme ignorance, young children are prone to make parochial errors. They have such a small data set to work with that unless they get a lot of advice about how to not think parochially, they are bound to make a lot of mistakes.
Caeli: That's cool. I like when seemingly different topics are related.
Elliot: Yeah. It happens a lot. The reason is that explanations have reach. I was actually just talking about this a moment ago. I was saying that you can't make explanations apply to more or less stuff. So, another word for "apply" there is "reach".
Caeli: What's an example that goes the other way: making an explanation have less "reach" than it should?
Elliot: Suppose someone says that it's wrong to hit people, because hitting hurts, and hurting is wrong. That applies to all hitting, whether he likes it or not. It applies to self defense. Hitting an assailant hurts him, and hurting is wrong (or so he says).
Caeli: That's silly. Of course not all hitting, or hurting, is wrong.
Elliot: Indeed, but people say stuff like this all the time. Another example would be if a parent says that pornography is sinful, so a child can't see any. Well, if that's so, then to be consistent the parent better not look at any pornography either, or by his own logic he is a sinner.
Caeli: A lot of people think life is different for parents and children, and different rules should apply to them. Does that make sense?
Elliot: Yes and no. Parents and children have different circumstances, and different characteristics. For example, parents are generally taller, so they have less need to keep things on low shelves. I think the important thing is that any difference between what's right for parents and children has a reason. It needs to be based on different characteristics. But what is the characteristic of children that makes pornography more sinful for a child than a parent?
Caeli: I don't know. Why don't you tell me?
Elliot: I think what people say is that children can't handle it as well until they are more mature. But I don't agree with that.
Caeli: Why not?
Elliot: I don't want to dwell on this, but I'll say briefly that people's obsession with sex is very parochial, and the ideas surrounding sex are full of error.
Caeli: That sounds interesting. Can I ask you about it some time?
Elliot: Yes, I'd be happy to talk about it. I just don't want to get too far away from parenting for now.
Caeli: OK, I agree, let's try to keep focussed. So, umm, what's next?
Elliot: Yesterday you asked, "What if the parent says persuasive things but the child won't listen?"
Caeli: Oh yeah! That's a good question.
Elliot: One issue is that the word "listen" is ambiguous here. It could mean that the child still disagrees, or it could mean that he plugs his ears and doesn't hear what the parent says.
Caeli: Well, I meant that he hears the parent, but he acts like he isn't listening.
Elliot: OK, I think I see the confusion. What you're imagining is a very common scene. It's a family where a lot of things have gone wrong in the past, and now the child doesn't trust the parent, but he also doesn't know how to stand up for himself, so he doesn't like what the parent is saying, but he doesn't know what to do about it, so he just sort of ignores it.
Caeli: What should be done about that?
Elliot: That's a very hard question to answer, because it's very parochial. First, there's no universal reason that things should go disastrously wrong in that way. It's a feature of our culture, and a fairly recent phenomenon. Second, every family is different, and the solution will depend on subtle details of the people involved and their lives. Third, if we focus on the wrong way to live, that misses the point. What people really need to know is the right way. If they understood that, they could work out how to get there.
Caeli: Hmm, so I guess you want to tell me the right way to live?
Elliot: Yes :)
Caeli: What is :) ?
Elliot: It's a smiley face. It's sideways.
Caeli: Oh, I see. Neat :)
Elliot: You can add a nose, too :-), or stick out its tongue :-p
Caeli: Haha, mine is winking ;)
Elliot: When things are going right, what does it mean for a child not to listen? It means he is not persuaded. It means he disagrees. It means he thinks his own idea of what to do is best, and nothing the parent has said has changed that. (Or, more likely, the child has changed his idea in small ways because he thought the parent was right about some side issues.)
Caeli: So, what should the parent do about this?
Elliot: Well, he should consider that he might be wrong. And he should also consider that it might not be very important either way. And if he thinks he is right and it is important, he should think about how to express this better. Maybe what you're really getting at is you want to know how to be persuasive?
Caeli: Yeah, that sounds right. And also, does persuasion always work, if you're right?
Elliot: That's a good question. OK, the key elements to persuasion are argument and suggestion. By argument, I mean pointing out flaws in the ideas other than yours, and saying criticism of them. I'll call those ideas "rivals", by the way. So, we give reasons that rival theories don't work. If you can convince someone his idea is no good, he won't want to do it any longer. By suggestion, I mean suggesting your own idea that you think would be best. To be persuasive, you don't have to conclusively rule out alternatives. If you highlight the great merits of your advice, people will take it even if other courses of action still look OK.
Caeli: What if someone is having trouble seeing the merits, and you know what they are, but you're having trouble putting it into words?
Elliot: That's hard. If it's important enough, you can keep trying and you will be able to figure it out, especially with the other person's help. He can say what he understands so far, and make guesses about what you mean.
Caeli: That sounds nice. I wish the people I talked with were so helpful.
Elliot: Maybe you should suggest that they try that.
Caeli: I will, now that you mention it. So, do continue.
Elliot: Well, if it's not really important, and you can't put your idea into words, then it won't be a disaster if the other person doesn't take your advice. So just relax.
Caeli: Would it be better if he did take my advice though, if I'm right?
Elliot: You can't be certain you're right, so it's important that he make up his own mind about who's right.
Caeli: OK, but the point is he can't make up his mind because I haven't expressed my idea properly. But if I am right, and I don't express it, isn't he missing out?
Elliot: Well, yes, I guess so. But consider that the time it takes to put your idea into words could be spent doing something else, which would also be valuable.
Caeli: So, I don't think I really understand how to be persuasive, yet.
Elliot: Well, you criticise rival ideas, and suggest your own. If you explain why your idea is good, and others are flawed, and you're right, and the person understands, surely he will be persuaded.
Caeli: It sounds easy when you put it that way. But in practice isn't it hard?
Elliot: Yes. Life is complex, so there will be lots of factors to take into account. And communication is hard, so people aren't going to understand all the nuances of your position, at least not immediately.
Caeli: So let's try to tie this back to parenting. You were saying a parent should use persuasion and not force or rules?
Elliot: That's right. There are some huge benefits to doing it this way.
Caeli: What are they?
Elliot: First is error correction. If the policy is to always do what the parent originally says, then any errors the parent has in his thinking will never be corrected. But when persuasion is attempted, a lot of errors can be found. And I don't just mean that the child will point them out. When he tries to present his ideas rationally and persuasively, the parent himself will discover a lot of problems with them, and a lot of improvements that could be made.
Elliot: Second is that how is a child to learn how to think for himself if the parent never lets him? I realise parents will try to give their children some choices. But, the more the better. A child who is accustomed to considering rival ideas, and evaluating criticisms and merits will be much better prepared to be independent.
Elliot: Third, by involving the child, we have a whole new source of creativity. No longer is it the parent's sole burden to find good things for the child. Now the child will be able to help. Maybe he won't have many good ideas at first, but over time he will get better at it.
Caeli: That sounds good. Why don't more parents do it?
Elliot: They think that they do! A lot of parents say they listen and give reasons, and only "lay down the law" when their child is being really unreasonable and is obviously wrong. Unfortunately what this actually means is that if the parent fails to be persuasive, he interprets this as the child's error.
Caeli: Could it be the child's error?
Elliot: Yes, certainly. But the parent doesn't know that it is. It's never obvious that something is wrong. Sometimes it appears to be, but that could be a parochial mistake.
Caeli: Wow, this parochial thing really does come up a lot.
Elliot: Yeah, I told you :)
Caeli: Could you give an example of something that seems obvious, but is actually a parochial mistake?
Elliot: Suppose a parent sees his child pouring cereal on the floor. He may think this is obviously a mistake. The child is making a mess, for no good reason. He has some horrible misconception, or worse he's trying to hurt the parent. In the parent's worldview, there is nothing to gain by putting cereal on the floor, and a lot to lose. He assumes this must be true of everyone else's life too. But it isn't.
Caeli: What's a worldview?
Elliot: It means all of someone's ideas and values and explanations.
Caeli: Why might a child pour cereal on the floor? That doesn't sound good to me.
Elliot: Maybe it makes an interesting sound. Maybe it's fun to walk on. Maybe the child wants to have more cereal, and thinks pouring it is a way to create cereal. Maybe the child dropped something into the box, and is trying to get it back out. Maybe the child thinks the cereal is pretty and makes the floor look nicer. Maybe the child has seen the dog eating things off the floor before, and wants to see it again. Maybe the child doesn't like that cereal and wants to get rid of it.
Caeli: A lot of those aren't very good reasons to pour cereal on the floor. Like if the child lost a toy in the box, he could probably get it by reaching in, or at least he could dump the cereal into a container to avoid making a mess and to be able to eat it later.
Elliot: That's very true. There are probably improvements that could be made. But the point is that the fundamental idea the child has could be sound. There are many, many ways it could be sound. That the parent couldn't think of any shows there was a serious error in his thinking.
Caeli: Oh, I guess there was.
Elliot: What the child really needs is not for the parent to force him to stop. That's terrible. He could just use some help. It'd be good if the parent found out what he was trying to accomplish, and then gave some suggestions. Like if the child is trying to decorate, he might like to know about paint, which has a lot of advantages over cereal. And he might like to know about paper too, instead of using the floor.
Caeli: That's cool. After some improvements, the final result could probably be something the parent doesn't mind anymore.
Elliot: That's right. And also, suppose the child likes walking on cereal, and he's doing it on the kitchen floor which is actually a good place for that. Then the parent could change his mind and approve once he knows that reason, and sees that the child's action makes sense.
Caeli: What if the child's idea actually is bad?
Elliot: The worse it is, the more better ideas exist for the parent to suggest. And the worse it is, the easier it is to find bad parts that the child won't like once they're pointed out.
Caeli: Oh, that's cool. So the times it's hardest to be persuasive are the times it's least important.
Elliot: Yes, exactly!
Caeli: I need to go, but I'd love to continue another time.
Elliot: I'll be happy to oblige. Farewell.
Caeli: Bye bye!