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Welcome to HARDtalk. I'm Stephen Sackur. The size and capacity of the | :00:00. | :00:19. | |
human brain distinguishes us from all other forms of life on Earth. | :00:20. | :00:22. | |
But how well do we really understand the functioning of our brains? My | :00:23. | :00:25. | |
guest today, Baroness Susan Greenfield, carved out a reputation | :00:26. | :00:28. | |
as a leader in the study of degenerative brain diseases. Of late | :00:29. | :00:36. | |
though, she's focused her attention on the impact of 21st`century | :00:37. | :00:39. | |
digital technologies on brain development. She believes our screen | :00:40. | :00:42. | |
habits could be doing us damage ` but is her warning based on sound | :00:43. | :00:43. | |
science? Baroness Greenfield, Susan | :00:44. | :01:18. | |
Greenfield, welcome to HARDtalk. Thank you. You have spent most of | :01:19. | :01:21. | |
your professional life studying the brain. My entire professional life. | :01:22. | :01:24. | |
You're a neuroscientist. Here is an odd first question. How much to you | :01:25. | :01:28. | |
think we do not know about our brains? OK. When I was at school and | :01:29. | :01:33. | |
I did Greek ` I'm sure you have heard about the Hydra, where you cut | :01:34. | :01:49. | |
off one head and seven appear. It is a little like that. Where the more | :01:50. | :01:52. | |
you know, the more you know you don't know. So the more you learn | :01:53. | :01:58. | |
about the brain, the more you realise how exciting and puzzling | :01:59. | :02:00. | |
and frustrating it is. So if you think about other element of | :02:01. | :02:03. | |
scientific discovery, and work on the human body, think about the | :02:04. | :02:06. | |
knowledge we now have of other organs, of the heart for example. | :02:07. | :02:09. | |
The brain is completely different, isn't it? It is not different in | :02:10. | :02:13. | |
that it is made of cells and the same stuff, but that is the exact | :02:14. | :02:15. | |
thing. Because this same stuff somehow gives you a subjectivity. It | :02:16. | :02:19. | |
gives you an inner world that no`one else can hack into. However much you | :02:20. | :02:22. | |
love someone, or how articulate you are, you will never see the world as | :02:23. | :02:31. | |
they see it, or vice`versa. And it is this subjectivity, this seeing of | :02:32. | :02:34. | |
the world. This is consciousness, the notion of the mind. Indeed ` we | :02:35. | :02:38. | |
can unpack those two terms, because they are different. Although one | :02:39. | :02:40. | |
informs and influences the other, they can be differentiated. But | :02:41. | :02:43. | |
suffice to say it is this subjectivity that makes the brain so | :02:44. | :02:46. | |
tantalising, so hard. For example, scientists know how Prozac works, | :02:47. | :02:50. | |
the well`known antidepressant. We know it increases the availability | :02:51. | :02:52. | |
of a certain chemical messenger. But if you say to me, then why is it | :02:53. | :02:56. | |
that increasing the availability of this chemical messenger translates | :02:57. | :02:59. | |
into a feeling of well`being? So while the heart of the lungs are | :03:00. | :03:01. | |
mechanical, and remain mechanical, and very complex and intricate | :03:02. | :03:04. | |
though they may be, they are just objective, physically tangible | :03:05. | :03:07. | |
things, and you just work out all the machinations of them. The reason | :03:08. | :03:23. | |
I like it is that you can look under your fingernail, but you still don't | :03:24. | :03:26. | |
quite understand how to frame that complete gap between the objective | :03:27. | :03:29. | |
and subjective. And because you have spent a lot of your scientific life | :03:30. | :03:31. | |
looking at the degenerative effects that can harm the brain, would you | :03:32. | :03:36. | |
say that you now see the brain as a fundamentally very fragile, very | :03:37. | :03:44. | |
vulnerable organ? It is certainly vulnerable, but at the same time it | :03:45. | :03:52. | |
has huge potential. So it is both at once. Its strength is its weakness, | :03:53. | :03:56. | |
if you like, in that because it is adaptable to the environment, | :03:57. | :03:59. | |
because it is changing all the time, it means on the one hand, it can | :04:00. | :04:02. | |
really flourish and develop unique connections between brain cells. | :04:03. | :04:05. | |
That makes you the person you are ` even if you are a clone or an | :04:06. | :04:08. | |
identical twin, your genes are the same but your brain is not. And that | :04:09. | :04:23. | |
is what makes it so exciting. But before we go further we should | :04:24. | :04:26. | |
differentiate the loss of mind, and dementia, from consciousness. | :04:27. | :04:28. | |
Because people often confuse the two, and say they are going to lose | :04:29. | :04:32. | |
their mind, or blow their mind. You will not lose your consciousness. | :04:33. | :04:35. | |
And when you do lose your consciousness and go to bed, you | :04:36. | :04:41. | |
don't say I'm going to lose my mind. So try as you can, as simply as | :04:42. | :04:45. | |
possible, to explain to me, given that so much of your work has been | :04:46. | :04:48. | |
connected to dementia and Alzheimer's, explain to me what is | :04:49. | :04:51. | |
going on in the brain when somebody gets Alzheimer's? OK, so this is the | :04:52. | :04:54. | |
fastest ever neuroscience course in the world. It will need to be very | :04:55. | :05:05. | |
quick, as we have a lot to talk about. OK, so when you were born, | :05:06. | :05:09. | |
you were born with a full condiment of brain cells. But what | :05:10. | :05:15. | |
distinguishes the human from, for example, a goldfish, who don't have | :05:16. | :05:18. | |
great personalities, is that as you are born, or when you are born, it | :05:19. | :05:21. | |
is the connections between brain cells that distinguish and | :05:22. | :05:24. | |
characterise the growth of the brain after birth. Why is that interesting | :05:25. | :05:33. | |
or important? It is interesting or important because as you are having | :05:34. | :05:36. | |
experiences, what will happen is different connections will | :05:37. | :05:38. | |
strengthen or weaken or flourish or atrophy according to your particular | :05:39. | :05:41. | |
experience. So an example I like to give is your mother, who initially | :05:42. | :05:45. | |
when you are born, in the words of the great William James, into a | :05:46. | :05:47. | |
booming, buzzing confusion, you evaluate the world in sensory terms | :05:48. | :05:50. | |
` how sweet, how bright, how loud. As these connections form around the | :05:51. | :05:54. | |
pattern of your mother's face, it is slowly becomes a face, and gradually | :05:55. | :05:56. | |
will be differentiated from other faces. So this face, mum's face, | :05:57. | :05:59. | |
will mean something that other faces, other ladies, don't mean. So | :06:00. | :06:02. | |
you start to personalise your brain through these connections, and go | :06:03. | :06:05. | |
from a purely sensory take on the world to what we call cognitive, | :06:06. | :06:08. | |
from the Latin cogito, where you have a unique perspective. So if you | :06:09. | :06:12. | |
saw my mother's face, you would have a different take on it than when I | :06:13. | :06:15. | |
see it. Another example is a wedding ring. The gold, shiny, regular thing | :06:16. | :06:21. | |
` but as you grow you learn it mean something other rings don't. Then | :06:22. | :06:24. | |
you might have your own, bringing either happiness or bitterness. And | :06:25. | :06:27. | |
over time, these connections expand, and the brain becomes ever more | :06:28. | :06:30. | |
sophisticated, more personalised. So my question was and remains, what | :06:31. | :06:33. | |
happens to a brain when Alzheimer's kicks in? You have now answered it | :06:34. | :06:40. | |
yourself. If we say it is the connections in the brain that | :06:41. | :06:42. | |
personalise it and give it meaning, that liberate you from your senses, | :06:43. | :06:45. | |
so that you now have a highly individual view of the world, and | :06:46. | :06:49. | |
take on the world, where things mean something beyond their physical | :06:50. | :06:51. | |
properties, imagine if those connections are slowly dismantled. | :06:52. | :07:01. | |
You're recapitulating childhood, you will go back to infancy. You will go | :07:02. | :07:05. | |
back to a world of booming, buzzing, confusion. You will be conscious and | :07:06. | :07:08. | |
enjoy ice cream and enjoy people smiling at you, like small children | :07:09. | :07:11. | |
do. And that is where Alzheimer's takes those who suffer from it. | :07:12. | :07:15. | |
Sadly, yes. That is why are you then take the world literally at face | :07:16. | :07:18. | |
value, in the way an infant will do. You now have far fewer connections | :07:19. | :07:21. | |
that give you the checks and balances. If I came in now dressed | :07:22. | :07:30. | |
up as, for example, a ghost, you would probably work out it is just | :07:31. | :07:33. | |
some stupid brain scientist dressed up as a ghost. But a small child | :07:34. | :07:37. | |
would be very frightened by that, as would a dementia patient. They don't | :07:38. | :07:40. | |
have the conceptual framework, the connections, anymore, that liberate | :07:41. | :07:43. | |
you from the present moment. And I am very interested in how we live | :07:44. | :07:44. | |
our lives dominated by senses our lives dominated by senses | :07:45. | :07:47. | |
sometimes, when we choose to lose our mind, or blow our minds, and | :07:48. | :07:51. | |
other times when we can put the senses on hold and actually have a | :07:52. | :07:54. | |
very strongly cognitive take on the world. Now a lot of people watching | :07:55. | :08:06. | |
this around the world will be aware that the numbers of people suffering | :08:07. | :08:08. | |
from dementia, from Alzheimer's, and related diseases of the brain, is | :08:09. | :08:11. | |
expanding massively ` partly because of the ageing demographic. And it is | :08:12. | :08:14. | |
the cruellest. Because with heart disease or cancer you are still the | :08:15. | :08:18. | |
person you were. So what people will want to know, including the two | :08:19. | :08:21. | |
million in the UK who are believed to be expected to suffer from this | :08:22. | :08:25. | |
by 2050 ` huge numbers ` where is the hope of a cure? It is worse than | :08:26. | :08:28. | |
that, because for everyone who is sick, how many people love you? How | :08:29. | :08:31. | |
many people care about you? Complicated question. So for those | :08:32. | :08:43. | |
two million people, it means 20 million people who are giving up | :08:44. | :08:45. | |
their lives, their jobs, their lives are devastated, they're having | :08:46. | :08:48. | |
personal tragedies. It is not just the patients, it is the carers. A | :08:49. | :08:51. | |
very important point. So what we want to know is, after all the work, | :08:52. | :08:55. | |
and the time and effort you have invested in this study of the brain, | :08:56. | :08:59. | |
how close are we to a cure, to an effective treatment, and then a | :09:00. | :09:03. | |
cure? What I have to say it first is ` I'm sure you are aware of this, | :09:04. | :09:06. | |
that any drug, even when there has been proof of concept, it takes | :09:07. | :09:10. | |
about ten to 15 years before it comes on. We have heard about this | :09:11. | :09:20. | |
in regard to the Ebola vaccine. So leaving that to one side, the | :09:21. | :09:23. | |
mandatory ten years before, however brilliant a concept or effective | :09:24. | :09:26. | |
drug in a monkey, it will still take ten years. So leave that to one | :09:27. | :09:30. | |
side. My own view is it is within a reasonable time, but not tomorrow. | :09:31. | :09:49. | |
And the reason I say that is because for the last 15 years there has not | :09:50. | :09:53. | |
been a new drug for Alzheimer's. Given all the muscle of the | :09:54. | :09:55. | |
pharmaceutical industry, you would expect with a clearly defined | :09:56. | :09:58. | |
target, and an agreed mechanism, then people would have sold | :09:59. | :10:00. | |
something by now. Is that because they are actually not targeting | :10:01. | :10:03. | |
Alzheimer's with the money, and resources, and expertise they are | :10:04. | :10:06. | |
applying to things like cancer? Obviously because people are still | :10:07. | :10:08. | |
embarrassed by mental disorders, embarrassed by dementia, it may be | :10:09. | :10:11. | |
that until very recently, given the wonderful work of people like Terry | :10:12. | :10:14. | |
Pratchett who actually comes out and talks about it. He made the point, I | :10:15. | :10:17. | |
think figures for 2010, the latest I could find, showed that money in the | :10:18. | :10:21. | |
UK put into Alzheimer's research, dementia, etc ` ?50 million. And | :10:22. | :10:24. | |
into cancer and related subjects, ?590 million. Yes, and another | :10:25. | :10:26. | |
figure I was reading recently about ongoing projects and clinical | :10:27. | :10:29. | |
trials, is very small compared to what is going on with cancer. It is | :10:30. | :10:31. | |
not just money, and people often not just money, and people often | :10:32. | :10:34. | |
hear politicians say they are going to pump more money in. Of course we | :10:35. | :10:37. | |
need money. But just throwing money at something, as the pharmaceutical | :10:38. | :10:40. | |
industry has done for ten or 15 years, patently isn't... My own | :10:41. | :10:44. | |
view, and this is where I am quite radical, I am left of field and I do | :10:45. | :10:47. | |
a different approach to other people, is that the scientific | :10:48. | :10:50. | |
community is a very conservative community actually, with a lowercase | :10:51. | :11:03. | |
c. Most public`sector grants are done by reviews and committees, and | :11:04. | :11:06. | |
the tendency of the committee is sometimes to be risk`averse. You | :11:07. | :11:15. | |
want to show how sound you are to your colleagues, and screen out the | :11:16. | :11:18. | |
frankly loony or crazy things that might waste taxpayers' money. The | :11:19. | :11:22. | |
price you pay for that is there might be some new idea, something | :11:23. | :11:25. | |
novel or exciting, that also is getting that treatment. Yes, but we | :11:26. | :11:35. | |
are going to make a turn in a minute in your career, and talk about other | :11:36. | :11:38. | |
environmental impact you see today on the brain, which you are very | :11:39. | :11:42. | |
worried about. But you have raised a very important point, which is that | :11:43. | :11:45. | |
you have suggested to me that the very foundation of scientific | :11:46. | :11:48. | |
research, that is peer review, the notion that you go out, do research, | :11:49. | :11:50. | |
gather evidence, draw some conclusions, and then present that | :11:51. | :11:53. | |
your peers, who can criticise it, and dig away at it as much they want | :11:54. | :11:57. | |
` are you suggesting that is not the best way of looking at the brain? | :11:58. | :12:01. | |
No, because immediately you will say what is the alternative? And clearly | :12:02. | :12:03. | |
you need some kind of expert appraisal for what you are doing. I | :12:04. | :12:07. | |
think the issue of money does constrain things, and people's | :12:08. | :12:09. | |
careers, and certainly in the public sector it is a problem that people | :12:10. | :12:13. | |
can be overly cautious. What I would like to see is more diversity, so | :12:14. | :12:16. | |
let 1,000 flowers bloom. I'm not saying I have the right approach, | :12:17. | :12:19. | |
but let's say I did, or someone else has, it will be very sad that was | :12:20. | :12:23. | |
throttled at birth simply because it didn't adhere to the current dogma. | :12:24. | :12:32. | |
Are you familiar with Thomas Kuhn? The Structure of Science | :12:33. | :12:42. | |
Revolutions? He introduced the notion of paradigm`shift. He said in | :12:43. | :12:46. | |
science, what happens is people have a certain paradigm or fashion, and | :12:47. | :12:49. | |
then some anomalies or things that don't quite make sense, and it is | :12:50. | :12:52. | |
only after a while when you have too many anomalies to shove under the | :12:53. | :13:01. | |
carpet that there is a revolution. Paradigms shift, and I think that is | :13:02. | :13:04. | |
what we need for neural degeneration. I want to turn to | :13:05. | :13:06. | |
something which has preoccupied you of late, which isn't so much about | :13:07. | :13:10. | |
the degeneration that we think of in Alzheimer's, but a different form of | :13:11. | :13:16. | |
damage done to the brain. You say the damage potentially done to the | :13:17. | :13:20. | |
brain by, if I can put it this way, digital lifestyles ` by the fact | :13:21. | :13:23. | |
that more and more of us, particularly young people, live so | :13:24. | :13:26. | |
much of their lives through 2`dimensional screens, either using | :13:27. | :13:28. | |
social networks on their computers of mobile phones, or gaming, using | :13:29. | :13:31. | |
video games. You say that there is evidence, you say, that this is | :13:32. | :13:34. | |
having a damaging effect on the brain. | :13:35. | :13:37. | |
Can we unpack that slightly? The word damaging is a strong one and | :13:38. | :13:44. | |
it's a value judgement. Although there is evidence of damage to the | :13:45. | :13:48. | |
brain, I don't want to give the impression this is like smoking or | :13:49. | :13:54. | |
cancer. In one of the most high profile articles you've doone on | :13:55. | :13:58. | |
this, and it's notable you've done a lot of this through the press, you | :13:59. | :14:01. | |
used the word "threat" in The Daily Mail in 2008. You called it screen | :14:02. | :14:12. | |
`based internet, computer`based lifestyle a threat. There is a | :14:13. | :14:15. | |
difference between a threat and damage. I try to be cautious, though | :14:16. | :14:19. | |
people take me to task for using the subjunctive rather than the | :14:20. | :14:21. | |
indicative, so I can't really win. In terms of evidence, anyone can | :14:22. | :14:24. | |
look at my website, it has been up there for a year, there is 500 | :14:25. | :14:28. | |
peer`reviewed papers in support of the possible problematic effects. | :14:29. | :14:33. | |
How much of the research has been done by you and teams commissioned | :14:34. | :14:41. | |
by you? That is irrelevant. If it is in a peer`reviewed journal it is | :14:42. | :14:44. | |
irrelevant who's done it, it doesn't make it any less valid if I haven't | :14:45. | :14:48. | |
done it. Why were you not motivated to do some research yourself? I | :14:49. | :14:51. | |
have. The whole range, because this is such a big subject. It spans from | :14:52. | :14:54. | |
molecular biology to psychiatry. I am a neuroscientist so I do what I | :14:55. | :14:59. | |
do. It has been said to me before so I am used to it as a comeback. Lots | :15:00. | :15:07. | |
of scientists have said to you, where is your evidence? Who are | :15:08. | :15:10. | |
they? That's different. You are confusing things between people | :15:11. | :15:15. | |
saying where is your evidence... Evidence that you yourself have | :15:16. | :15:17. | |
discovered. I don't think scientists would say that. I would like to know | :15:18. | :15:23. | |
who they are. Simply because... We'll go through a few. Ben Goldacre | :15:24. | :15:26. | |
for example... He isn't a scientist, he's a journalist. He is a | :15:27. | :15:29. | |
scientist. He is a trained scientist, but he's also a | :15:30. | :15:32. | |
journalist and he blogs on science. Doesn't mean he isn't a scientist. | :15:33. | :15:35. | |
Depends how you define scientist. How many peer`reviewed journals... | :15:36. | :15:37. | |
He is a trained scientist. He said, "why can't she publish her claims in | :15:38. | :15:40. | |
a peer`reviewed academic paper with the accompanying evidence that can | :15:41. | :15:43. | |
then be properly assessed?" Let's unpack that. On the whole, a | :15:44. | :15:48. | |
scientist would go by the paper, they wouldn't give a stuff, frankly, | :15:49. | :15:53. | |
who actually did it. It doesn't make it more or less valid. If I have | :15:54. | :15:57. | |
cited it and it's been through... Our audience won't know much about | :15:58. | :16:00. | |
these names, but there's Dean Burnett at Cardiff University, Peter | :16:01. | :16:10. | |
Etchells at Bath Spa. They both work in neuroscience. Etchells is a | :16:11. | :16:12. | |
biological psychologist. What do they say? "She has the influence and | :16:13. | :16:16. | |
ability to set up a study into her theories on the impact of gaming and | :16:17. | :16:19. | |
social media and then publish her findings, so why doesn't she do it?" | :16:20. | :16:22. | |
In my area of expertise I have published the effects of | :16:23. | :16:24. | |
environmental enrichment on the brain. And extensively on dopamine, | :16:25. | :16:27. | |
something that features a lot. I have published on neuroscience and | :16:28. | :16:29. | |
education. Within my expertise, given I can't go from molecular | :16:30. | :16:32. | |
biology to psychiatry through the etymology, within my expertise I | :16:33. | :16:35. | |
have published. I would challenge him and I am flattered he thinks I | :16:36. | :16:38. | |
have the expert, money and resources and influence to set up a | :16:39. | :16:41. | |
centralised study. You are pretty influential, you are a director of | :16:42. | :16:44. | |
the Royal Institution and one of Britain's leading scientists. It is | :16:45. | :17:00. | |
so important to so many people. You've taken it in so many different | :17:01. | :17:05. | |
directions. It appears to many people, as you have pointed out for | :17:06. | :17:08. | |
example, that there is a rise in rate of diagnosis of autism | :17:09. | :17:11. | |
alongside, it seems, the widespread use of the internet and social | :17:12. | :17:25. | |
media. You appear to many people to have drawn a correlation and causal | :17:26. | :17:28. | |
link between them. That upsets many scientists. They say there's no | :17:29. | :17:30. | |
causation. We are conflating things. Conflating things about how much I | :17:31. | :17:33. | |
have done and the validity of the claim, irrespective of whether I | :17:34. | :17:38. | |
have done it. Let me clear it up. I cannot do molecular biology through | :17:39. | :17:41. | |
to psychiatry and I don't have infinite resources. Someone watching | :17:42. | :17:48. | |
wants to give me money, fine. You are honest about your expertise but | :17:49. | :17:54. | |
you are also making big claims. The Daily Mail, scientists said she | :17:55. | :17:56. | |
communicates her ideas through the press rather than through journals | :17:57. | :18:03. | |
and peer reviews. You say things like... I have published 200 | :18:04. | :18:06. | |
peer`reviewed papers. I understand that, but much on the degenerative | :18:07. | :18:09. | |
effect of Alzheimer's. Also on dopamine and environmental | :18:10. | :18:12. | |
enrichment. The claims are so sweeping. Back to The Daily Mail. | :18:13. | :18:22. | |
You say, "A growing number of adults inhabit a world producing changes in | :18:23. | :18:24. | |
behaviour, attention spans shortening, communication skills | :18:25. | :18:26. | |
reduced, reduction in abstract thinking, digital technology is | :18:27. | :18:31. | |
rewiring our brain". These are huge claims. Look at my website or buy | :18:32. | :18:37. | |
the book and you will see it is based on five or 600 papers. Nothing | :18:38. | :18:47. | |
in science is definitive. I stand by those claims. If they are sweeping, | :18:48. | :18:50. | |
shouldn't we be thinking about that rather than chopping me off at the | :18:51. | :18:53. | |
knees and saying it isn't right. Shouldn't we be looking at those | :18:54. | :18:57. | |
things? Don't you owe it to the next generation? Do we not have to be | :18:58. | :19:03. | |
careful to be absolutely responsible in the ideas that we spread. Not so | :19:04. | :19:07. | |
long ago we saw a scientist not long ago who was convinced, publishing | :19:08. | :19:09. | |
papers suggesting the link between autism and vaccinations. It has been | :19:10. | :19:14. | |
debunked. The national autism Society and others accuse you of | :19:15. | :19:16. | |
scaremongering in your linkage between autism and this use of | :19:17. | :19:25. | |
digital technology. Have to be careful, because what I say is | :19:26. | :19:28. | |
Autistic Spectrum Disorder, which isn't the same as autism. I don't | :19:29. | :19:31. | |
have all of the references at my fingertips but there are authorities | :19:32. | :19:46. | |
that said... One paper I remember, someone with autistic spectrum | :19:47. | :19:48. | |
disorder, if they are shown a table and a face, their EG will be similar | :19:49. | :19:59. | |
to both presentations. Someone without autistic spectrum Disorder, | :20:00. | :20:02. | |
if you show them a table and a face, the response would be much more | :20:03. | :20:05. | |
exaggerated. The face being more important than tables. People who | :20:06. | :20:08. | |
are heavy internet users have the same response to someone with | :20:09. | :20:10. | |
autistic Spectrum disorder. That's one example. Are you saying that any | :20:11. | :20:25. | |
of us, whether diagnosed autistic or not, any of us with human brains, if | :20:26. | :20:29. | |
we spend a lot of time on screens, from video games to social | :20:30. | :20:32. | |
networking, we run the risk of displaying autistic like behaviours? | :20:33. | :20:35. | |
Some people say that. Do you think that? Yes, and I will tell you why. | :20:36. | :20:42. | |
When you talk to someone like we are talking now, looking at each other | :20:43. | :20:46. | |
in the eye, if you are averting your eyes and folding your arms, I | :20:47. | :20:47. | |
wouldn't feel a report. are being too sweeping, generalising | :20:48. | :20:53. | |
way too much. Let me finish. using interpersonal communication | :20:54. | :21:05. | |
skills, processing what we say and judging from voice tone and body | :21:06. | :21:08. | |
language what the person is feeling. Those cues are unavailable on | :21:09. | :21:11. | |
screen. People with Autistic Spectrum Disorders have a problem | :21:12. | :21:13. | |
anyway understanding how other people are feeling and thinking. | :21:14. | :21:18. | |
you are constantly rehearsing a form of communication where you don't | :21:19. | :21:24. | |
practice eye contact, body language, voice tone interpretation it seems | :21:25. | :21:27. | |
not unreasonable to say you won't be so good at those things. That is not | :21:28. | :21:31. | |
a sweeping generalisation. How is it sweeping? It seems a reasonable | :21:32. | :21:38. | |
suggestion. You have turned this into a sweeping idea, it you call it | :21:39. | :21:45. | |
mind change. You say all of this digital technology introduces mind | :21:46. | :21:47. | |
change, which you say is important and as far`reaching as climate | :21:48. | :21:50. | |
change, but happening inside of all our individual heads. The thing | :21:51. | :21:55. | |
about climate change is, once it happens, there are negative | :21:56. | :21:57. | |
feedbacks which many believe makes it irreversible. The difference is | :21:58. | :22:04. | |
that this isn't irreversible because your theory is that the brain is | :22:05. | :22:11. | |
incredibly plastic. Absolutely. Like all analogies, they only go so far. | :22:12. | :22:20. | |
There are four analogies. It is global, firstly. Second, it is | :22:21. | :22:28. | |
unprecedented. Third, as you are displaying admirably, it is | :22:29. | :22:35. | |
controversial. Fourth, multifaceted. No such thing as whether or not | :22:36. | :22:39. | |
climate change is good or bad, the same as mind change, are computers | :22:40. | :22:44. | |
good or bad? You have to break it down into social interaction and | :22:45. | :22:46. | |
empathy and social networking, video gaming and attention. Search engines | :22:47. | :22:51. | |
and information versus knowledge. It is a multifaceted issue. Another | :22:52. | :22:59. | |
reason why you can't do the single smoking gun experiment. Because of | :23:00. | :23:07. | |
those four parallels, I would strongly suggest mind change is | :23:08. | :23:09. | |
comparable with climate change. The difference, something I say at the | :23:10. | :23:13. | |
end of my book, I am demonised as a luddite pessimist, I say that no, | :23:14. | :23:16. | |
surely because the brain is adaptable, this is fantastic, | :23:17. | :23:18. | |
because it gives us the chance, unlike climate change, which is | :23:19. | :23:21. | |
putting the brakes on and doing damage limitation, this doesn't have | :23:22. | :23:24. | |
to be... Surely we can harness the technology to deliver the most | :23:25. | :23:26. | |
marvellous environment. Briefly, what do we have to do to change our | :23:27. | :23:29. | |
relationship with the computer and digital age to make sure that we | :23:30. | :23:32. | |
don't damage our brains? Very briefly, we have to ask the most | :23:33. | :23:35. | |
difficult question, what do we want out of life? What do you want your | :23:36. | :23:40. | |
kids to be? What society do you want to live in? This is the first | :23:41. | :23:46. | |
time... Elsewhere, people can't do that. You're hungry, cold, in pain. | :23:47. | :23:57. | |
In this country, we can ask that question. What we should say is, | :23:58. | :24:00. | |
what do we want from our lives and how do we harness this technology to | :24:01. | :24:04. | |
deliver that? We have the end it there unfortunately. Baroness | :24:05. | :24:06. | |
Greenfield, thank you for being on HARDtalk. Pleasure. | :24:07. | :24:32. | |
The past few weeks have been relatively dry but there is some | :24:33. | :24:35. | |
rain in | :24:36. | :24:37. |