Allow me to provide some insight, as an erstwhile “anti-reductionist” in the sense that Eliezer uses it here. (In many senses I am still an anti-reductionist.) I think that what is at work here is the conflict between intuition and analysis. However, before I remark on the relevance of these concepts to the experience of a rainbow, I would like to clarify what I mean by the terms “intuition” and “analysis”.
The way I understand the mind, at the very deepest level of our consciousnesses we have our core processes; these are the things we have carried with us from the dawn of our evolution. And somewhere around there is our emotions and our gut reactions. Because these are such fundamental processes, and because they are ingrained in us so deeply, we feel them especially strongly. Emotions add richness and depth to experience.
As I see it, emotion is deeper than intuition, but not much deeper. Because our intuitive thought processes are so close to our emotional thought processes, intuitive thoughts are more likely to inspire emotional experiences. And as I see it, analysis is at the very surface level of our minds: it is our verbal reasoning, to which we have full conscious access. Because analysis is further from emotion than intuition is, it is less likely than intuition to inspire an emotional response. I suspect that it’s for this reason that verbal, rational, conscious analyses are often seen as dry and lifeless and lacking any emotional resonance.
Here is what I believe Keats experienced. Before he knew the scientific explanation of the rainbow, he experienced rainbows intuitively and they caused in him a powerful emotional response. When he saw a rainbow, it did not trigger conscious verbal thought, and instead it triggered intuition which triggered emotion. But after he knew the scientific explanation, that verbal experience of the rainbow overrode the intuitive experience. Now, when Keats saw a rainbow, it triggered the conscious analysis level of his mind, and did not trigger intuition or emotion, and thereby were rainbows made less beautiful.
It could also be possible that before Keats knew the scientific explanation of rainbows, he had a very different verbal understanding of them. After all, Keats was a poet, so one would expect him to have been a very verbal thinker. But there are some verbal descriptions which are closer to intuition than others. The more concrete a description, the closer to intuition it is (at least, this is my hypothesis). Intuition is very symbolic, as is well-known from dreams. Abstract concepts are represented by simpler, concrete symbols. Thus, I believe that the more concrete a description is, the more intuitive it is, and the more likely it is to incite an emotional response. Whoever explained the rainbow to Keats probably did so in abstract scientific terms, and thus this description probably did not trigger such an emotional response, and Keats therefore did not think it was beautiful.
I suspect that the reason we scientifically-minded types find scientific explanations beautiful is because we understand them intuitively. Much of learning involves gaining an intuition for a subject. Those who have studied science have gained the intuition required to understand it. What this means, in terms of my model of cognition, is that the words for scientific explanations now activate symbolic, intuitive concepts, which in turn activate emotion. According to my model, then, those who have learned a subject deeply would be more likely to feel emotions when hearing about that subject, than those who have not been exposed to it. From my own experiences and from talking to others it seems like this is largely true.
A final alternative presents itself. Perhaps Keats does feel emotion when presented with the scientific explanation of the rainbow. Perhaps this emotion is negative. When he hears the scientific words he recalls tedious days in science classes that failed to capture his imagination and he then associates rainbows with this tedium. Rainbows then become less beautiful because they have been explained in a way that is negative to Keats.
Anyway what I think is that we need better education, which teaches kids the beauty of scientific ideas. Actually, I suspect science fiction novels would be better for this than textbooks and classes; good writers have a way of infusing ideas with beauty, and reading science fiction as a kid seems to enhance enthusiasm for science.
Allow me to provide some insight, as an erstwhile “anti-reductionist” in the sense that Eliezer uses it here. (In many senses I am still an anti-reductionist.) I think that what is at work here is the conflict between intuition and analysis. However, before I remark on the relevance of these concepts to the experience of a rainbow, I would like to clarify what I mean by the terms “intuition” and “analysis”.
The way I understand the mind, at the very deepest level of our consciousnesses we have our core processes; these are the things we have carried with us from the dawn of our evolution. And somewhere around there is our emotions and our gut reactions. Because these are such fundamental processes, and because they are ingrained in us so deeply, we feel them especially strongly. Emotions add richness and depth to experience.
As I see it, emotion is deeper than intuition, but not much deeper. Because our intuitive thought processes are so close to our emotional thought processes, intuitive thoughts are more likely to inspire emotional experiences. And as I see it, analysis is at the very surface level of our minds: it is our verbal reasoning, to which we have full conscious access. Because analysis is further from emotion than intuition is, it is less likely than intuition to inspire an emotional response. I suspect that it’s for this reason that verbal, rational, conscious analyses are often seen as dry and lifeless and lacking any emotional resonance.
Here is what I believe Keats experienced. Before he knew the scientific explanation of the rainbow, he experienced rainbows intuitively and they caused in him a powerful emotional response. When he saw a rainbow, it did not trigger conscious verbal thought, and instead it triggered intuition which triggered emotion. But after he knew the scientific explanation, that verbal experience of the rainbow overrode the intuitive experience. Now, when Keats saw a rainbow, it triggered the conscious analysis level of his mind, and did not trigger intuition or emotion, and thereby were rainbows made less beautiful.
It could also be possible that before Keats knew the scientific explanation of rainbows, he had a very different verbal understanding of them. After all, Keats was a poet, so one would expect him to have been a very verbal thinker. But there are some verbal descriptions which are closer to intuition than others. The more concrete a description, the closer to intuition it is (at least, this is my hypothesis). Intuition is very symbolic, as is well-known from dreams. Abstract concepts are represented by simpler, concrete symbols. Thus, I believe that the more concrete a description is, the more intuitive it is, and the more likely it is to incite an emotional response. Whoever explained the rainbow to Keats probably did so in abstract scientific terms, and thus this description probably did not trigger such an emotional response, and Keats therefore did not think it was beautiful.
I suspect that the reason we scientifically-minded types find scientific explanations beautiful is because we understand them intuitively. Much of learning involves gaining an intuition for a subject. Those who have studied science have gained the intuition required to understand it. What this means, in terms of my model of cognition, is that the words for scientific explanations now activate symbolic, intuitive concepts, which in turn activate emotion. According to my model, then, those who have learned a subject deeply would be more likely to feel emotions when hearing about that subject, than those who have not been exposed to it. From my own experiences and from talking to others it seems like this is largely true.
A final alternative presents itself. Perhaps Keats does feel emotion when presented with the scientific explanation of the rainbow. Perhaps this emotion is negative. When he hears the scientific words he recalls tedious days in science classes that failed to capture his imagination and he then associates rainbows with this tedium. Rainbows then become less beautiful because they have been explained in a way that is negative to Keats.
Anyway what I think is that we need better education, which teaches kids the beauty of scientific ideas. Actually, I suspect science fiction novels would be better for this than textbooks and classes; good writers have a way of infusing ideas with beauty, and reading science fiction as a kid seems to enhance enthusiasm for science.