Vuosikatsaus 1.1.2020 – 31.12.2020

Tässä vuosikatsaus vuodesta 2020 tohtorikoulutettavana. Tarkoitukseni oli kirjoittaa puolivuosikatsaus kesäkuussa, mutta parin kuukauden ikäisen lapsen kanssa uutena vanhempana uudella paikkakunnalla johti siihen, että asia lipsahti mielestä.

Suurimman osan vuodesta 2020 olen ollut äitiys- tai vanhempainvapaalla, enkä ole tällä ajanjaksolla edistänyt väitöskirjaa. Olen tosin syksyllä 2020 osallistunut jokaiseen väitöskirjaseminaarini etätapaamiseen.

Äitiyslomani alkoi 12.3.2020, mutta jatkoin työskentelyä kevennettynä 24.4.2020 asti synnytyksen käynnistymistä edeltävään päivään saakka. Näillä näkymin jatkan hoitovapaalla ainakin elokuun loppuun saakka.

Väitöskirjan eteneminen: Noin 90% työpäivistä tein kirjoitustyötä väitöskirjan käsittelylukujen parissa, ja keväällä suurin osa työajasta menikin tämän tekstieditoinnin parissa Gale-aineistojen läpikäynnin lisäksi.

Artikkeli/t: Melkein vuoden jälkeen sain artikkelin takaisin eräältä journaalilta hylsyn ja kommenttien kanssa. Tämä odottaa vielä jatkokäsittelyä.

Lähteet: Gale Onlinen kautta käyty läpi ’war’ -hakusanalla kaikki The Timesissa julkaistut artikkelit 1.1.1914 ja 31.12.1919 välillä, ja otettu niistä ylös muistiinpanot ja lainaukset.

Tutkimuskirjallisuus: Luettu ja otettu muistiinpanot ylös yhdestä tutkimuskirjasta. Keskityin alkuvuodesta lähdeaineiston lukemiseen ja väitöskirjan tekstieditointiin, ja siksi tutkimuskirjallisuuden lukeminen jäi melkein kokonaan pois.

Konferenssit ja seimaarit: En osallistunut tänä vuonna yhteenkään konferenssiin tai seminaariin, enkä myöskään laittanut hakuja mihinkään.

Suoritetut opintopisteet:

    • HKP-922 Väitöskirjatyötä tukevat sisältöopinnot: muut opinnot

Tällä hetkellä yhteensä 27/40 op suoritettu Historian ja kulttuuriperinnön tohtoriohjelman tutkintorakenteesta.

Opetus: Opetus pienryhmässä kurssilla Uusin aika II (HHS130) ja IV:n jakson alussa pidän yhden luennon kurssilla Tiedettä tekemässä. SIvuhuomiona luentoa edeltävänä päivänä astuivat Suomessa voimaan yliopistoja koskevat koronarajoitukset, ja tätä myötä luentokurssi peruttiin. Itse ehdin kuitenkin luennon pitämään yhdessä Olli Siitosen kanssa.

Blogi: Tämän vuoden aikana julkaistuihin blogipostauksiin linkit: 8.1.2020, 27.1.2020, 11.2.2020, 25.2.2020, 10.3.2020, 17.3.2020, 9.4.2020

Vastoin optimistista uskomustani siitä, että voisin edistää väitöskirjaani vanhempainvapaillakin, en ole Kaukon lyhyiden päiväunien takia voinut/halunnut näin tehdä ainakaan vielä. Katsotaan, mitä vuoden 2021 alkupuolisko tuo tullessaan.

What Constitutes X to You?

After reading Yudkowsky’s essay on tabooing your words to figure out whether you are actually disagreeing about something or not with another person, I felt like I needed to update on that topic. I highly recommend you read Yudkowsky’s original essay, as the exercise feels very worth it to add into anyone’s toolbox.

While I still do not know how to efficiently battle ideas that are built upon a network of air, what Yudkowsky’s Taboo Game is good for is to have a systematic tool to get out of some of the disagreements one encounters in academic circles. It takes a few minutes compared to agreeing to disagree, but it also has the potential to resolve many pending or long-standing disagreements between two people who would like to retain mutual respect to each other without always needing to avoid that one subject.

Here is the an example of the game:

”Albert:  ”A tree falling in a deserted forest makes a sound.”

Barry:  ”A tree falling in a deserted forest does not make a sound.”

Clearly, since one says ”sound” and one says ”not sound”, we must have a contradiction, right?  But suppose that they both dereference their pointers before speaking:

Albert:  ”A tree falling in a deserted forest matches [membership test: this event generates acoustic vibrations].”

Barry:  ”A tree falling in a deserted forest does not match [membership test: this event generates auditory experiences].”

Now there is no longer an apparent collision—all they had to do was prohibit themselves from using the word sound.”¹

The point is that focusing on labels (sound vs. not-sound) will leave you thinking there is a disagreement, while proposing a test (vibrations vs. hearing) shortcuts to differences of definition without having to step outside the original question each time a label is encountered. I recently resolved a surface-level disagreement with a friend regarding the usage of the word ‘murderer’ by telling them my own membership-test for the word, after which she conceded that ‘killer’ worked just as well for her in the discussed case – at which point we agreed again.

If Albert and Barry agreed to disagree rather than pursuing the root of the disagreement, both would think the other one was ultimately wrong, which might subsequently lead to a lessening of respect for any other judgements made by them. All the while focusing on what either party thinks it takes for a phenomenon to pass into the category of ‘sound’ would lead to understanding and preserved mutual respect.

History does not have questions that are not for interpretation, and as such this tool would be especially useful for anyone on our field. Think of the following questions and imagine how much headache would be saved if instead of arguing about the question, the participants of the debate would substitute the bolded word with a membership-test:

When did the Roman Empire collapse?

Is Christian religion the foundation of Western Culture?

Where did industrialization begin?


Voice Your Disagreement

In this essay series, I will write down my own thoughts about Eliezer Yudkowsky’s essays on the Rationality: Ai to Zombies –series from the point of view of a historian. My reason for writing these is primarily to organize my own thoughts regarding the use of rationality as a mental tool in my own profession, and as such, I do not presume to even attempt to appeal to a very wide audience. However, if you are reading this disclaimer and find my essays insightful or entertaining, more the power to you and I implore you to go and read the original essays, if you have not already.

In Not Agreeing to Disagree, I mentioned Aumann’s Agreement Theorem, which proposes that no two perfectly rational agents can agree to disagree. From this theorem follows that if two people disagree with each other, at least one of them must be doing something wrong, or have limited data on the subject. I also brought up the Grievance Studies affair and how it relates to the primary issue I see with social constructionist point of view as it is being practiced in humanities right now. Namely, my problem with this approach is that you can make any interpretation valid as long as you have gone through the effort to construct a theoretical base upon which you can build entangled interpretations of the world. What gets forgotten here is that the original theory upon which all subsequent assertions are made, is often built on nothing but air. It is exceedingly difficult to figure out anything factual about the world, and complicated theories built on the internal logic of inevitably biased researchers is as inevitably bound to be – if not a straight lie – at least a perversion of reality.

“Once you tell a lie, the truth is your enemy; and every truth connected to that truth, and every ally of truth in general; all of these you must oppose, to protect the lie. Whether you’re lying to others, or to yourself.”¹

Research built on flaky theoretical bases is guaranteed to yield flaky results. With empirical sciences, there comes a watershed moment when theories get tested experimentally, and the flaky ones get washed away for not being able to hold up to scientific testing. With many fields in the humanities, however, actual experiments are never conducted, and the ultimate watershed moment is the peer review process, where it’s enough if you manage to make your reviewers think “this seems legit”. Logical consistency within the work itself, results that agree with what the reviewers would have liked to see, and all the minute little things interfering with a reviewers better judgement come into play here when bad research gets passed into publication.

But one can put only so much blame on the reviewers, if the entire trend of your field is to pull rabbits out of hats. And I don’t exactly blame the researchers either (at least I don’t assign full blame on individuals) because lying to oneself is easy enough even when you’re not basically encouraged to do it. I mentioned in the previous blog post how at least from my point of view, there is an epidemic of unnecessary politeness among colleagues in academia. Even if you don’t agree with someone’s interpretation of the world or research, people are more likely to say that everyone is entitled to their opinion than boldly challenge those presumptions.

“A single lie you tell yourself may seem plausible enough, when you don’t know any of the rules governing thoughts, or even that there are rules; and the choice seems as arbitrary as choosing a flavor of ice cream, as isolated as a pebble on the shore . . .

. . . but then someone calls you on your belief, using the rules of reasoning that they’ve learned. They say, “Where’s your evidence?””²

I was just criticized by a colleague for my conduct (unrelated to research) not a week ago long after the opportunity to amend my actions had passed. As I apologized and pointed out that it would have been nice to know if there was a problem while I still could do something about it, they told me that one of the reason for delaying is because giving negative feedback to one’s colleagues is so hard. And, while I don’t doubt it is, we should be asking for evidence and rigorous explanations of how our colleagues ended up with the results/beliefs they now hold to be true, even when it’s hard. Otherwise we become enablers to a web of lies, which in turn can divert us and others from the path towards better maps of the territory.

“Think of what it would take to deny evolution or heliocentrism—all the connected truths and governing laws you wouldn’t be allowed to know. Then you can imagine how a single act of self-deception can block off the whole meta-level of truthseeking, once your mind begins to be threatened by seeing the connections.”³

¹  Yudkowsky, Eliezer. ”Dark Side Epistemology” in Rationality: from AI to Zombies. Berkeley, MIRI (2015). 338.

² Yudkowsky, Eliezer. ”Dark Side Epistemology” in Rationality: from AI to Zombies. Berkeley, MIRI (2015).  336.

³ Yudkowsky, Eliezer. ”Dark Side Epistemology” in Rationality: from AI to Zombies. Berkeley, MIRI (2015).  337.

Being a Grad Student

I have a lecture coming up this week. During the lecture I will, along with another grad student colleague of mine, talk about my experiences as a grad student in the University of Helsinki’s Doctoral Programme in History and Cultural Heritage.

The intended audience is current history students mostly doing their Master’s, and I will receive five (five!) full credits for preparing and conducting this one 90 minute lecture with another person. Ridiculously easy credits. Not to mention it will also go into my bank of 5% yearly teaching duty as dictated by my contract of employment. To top it off, I thought I might as well write about this topic in here too, and use this pondering to fill ½ of my self-dictated monthly quota for blog posting. A very profitable lecture, all in all.

The lecture will be held dialogue form with each topic prompted by an interview type question, so for the purposes of this blog post I will simply interview myself. Who knows, maybe I’ll make a FAQ page for the blog out of it later, even though no one has ever asked me any questions so far.

[Author’s note postscript: I was halfway through writing this when I realized I might as well have written it in Finnish, as it concerns Finns first and foremost. But oh well.]


How and why did I end up as a Grad Student?

While I was studying for my Bachelor’s and Master’s, it became clear to me that the University of Helsinki’s BA and MA History programmes only prepared students for two professions; historians and history teachers. Fortunately, I had already decided to study up until I at least had my PhD even before entering university, so this realization did not bother me much. It did make me feel for those student colleagues of mine who desired neither of these career paths though, as all who opt out of both are left to carve out a path for themselves job-wise.

…However, one could also argue that if you decide to study history in Finland in the first place – a discipline with no job guarantee at the end – all that follows is on you. I was willing to try my hand at research and if that didn’t work out, I would have been ready to go do something completely removed from my education. This likely had an influence on my studying pace, as while I was ready to switch careers if I couldn’t make it as a researcher, I was less enchanted by the prospect of potentially wasting my time as a student for any longer than necessary. Ultimately, I settled on a pace which got me through BA and MA in three and a half years, which for me was a pace that allowed me to maintain a relaxed mood while progressing swiftly. More than wanting to become a researcher, I wanted to acquire at least semi-enjoyable employment to sustain myself and build a life. But, becoming a researcher was my first option.

Why did I want to become a researcher? Because I love the nature of the work and the independence that goes with it.

Why did I want a PhD? 1) You cannot actually be a researcher without one. 2) Honestly, I just kind of like status symbols.

After graduating with my MA, I quickly applied to become a PhD student upon graduating with my Master’s Degree. I was promptly granted he privilege, as this in itself requires nothing from the University apart from keeping one on their lists. Considering our uni gains both funding and clout based on how many students graduate, there are few incentives not to grant grad student privileges, as we are all ultimately responsible for our own source of money.


What is my funding/employment situation like, and how does it affect my research?

As I graduated right after the Autumn grant cycle of 2017 had ended, I worked for a year in a different job before the good/viable grant applications came around again. Having gotten used to earning a monthly paycheck and generally not being very good at receiving rejections, I already felt like I might drop the whole thing completely if I received no funding on my first try. I hate lingering without a sense of direction, and in November 2018, I had just landed a job that I enjoyed and which paid fairly well compared to what I’d been doing before. Subsequently, even as I was invited to an interview for the paid four-year positions as a PhD Candidate at the uni, I did not dare to dream too much and assured myself I would be fine whatever the result.

Long story short: I got the job, and this created the best funding situation I could have asked for out of all options available to me at this time. Simply put, I have a contract of employment at the university between January 2019 and December 2022, which includes 95% research work and 5% of teaching. The pay is not that great, but the other benefits of the contract more than make up for it in my current life situation.

For instance, as an employee instead of a grantee, I have access to all the employee benefits of the university as well as freedom from having to think about money at all. A four-year contract frees all my time (sans the 5% that goes to teaching) into focusing my energy for my own benefit, and I can plan more long-term than most of my researcher colleagues can. Additionally, I am free to schedule my whole year according to my own preferences, since I report my work hours by the year instead of the day-by-day basis most jobs require. I am basically my own manager, and I am working with secure source of payment on a project that is mainly for my own career benefit. A good deal from my perspective.

Another good thing to note is that most grad students have to constantly think of where they will receive their funding next year, and consequently spend a lot of time that could go into research by writing grant applications instead. I have to deal with none of that, on top of which I can feel at ease as my law-mandated maternity leave soon begins. While the uni is not required to extend my contract for an equal duration of time that I will be away, they are very likely to do so both because of equality reasons as well as to support me in finishing my dissertation. The institution doesn’t benefit from my project at all until I actually graduate with my PhD, so they have every incentive to help me through.


What kind of support does my University provide me?

From my perspective, the ways in which University of Helsinki supports their grad students and cheers them on is way out of proportion and frankly makes me feel second-hand-embarrassment for those that require all this help – unless these occasions are the only chances for them to further their dissertation (in case they don’t have funding, for example). To demonstrate, here are just a few screenshots of events, courses, and resources offered to grad students:

All I personally want and need is to be left alone to work in peace, and I am glad to say the university has stepped up to this task splendidly.


From my perspective, what other things than research should grad students do?

In Finland, at least, they should try to acquire pedagogic credentials for teaching at university level as this will be an asset if they later apply to open positions at the uni. My own employment situation serves me well here again, as the courses are filled with a preference for current employees. Another thing they should of course do is attend conferences, build personal relationships within the field and – if possible – attempt to write at least one or two articles for publication before they graduate. All of this will help future employment.


Describe an average day of your life as a grad student.

For me, a most average day from the past year would go something like this, from waking to returning home.

5:55 — I wake up, grab my pre-packed gym bag and catch a bus to the gym that is located right next to my office.

8:30 — Finished with gym and ready at the office to start the day. To get distractions out of my system, I use the first 30-60 minutes of the day sipping coffee and going through my preferred news and social media platforms. I will not open any of these pages before my workday is done after this.

9:30-10:30 — This time slot I will use for something that needs the most concentration and creative energy out of all the things I could choose to do that day, as I am still energized. First I will answer any emails that need reacting, though.

10:30-10:45 — Lunch break, during which I will eat a lunch I made for myself yesterday while watching a YouTube video essay of my choice.

10:45-12:00 — If I haven’t experienced an energy drop yet, I continue doing something that needs good creativity and concentration. Usually this equals something like editing the main body of text of my dissertation, writing a blog post, planning a course or a conference paper, etc.

12:00-14:00 — This is usually the low energy point of my day, but even if I’m feeling fine, I will switch things up at this point at the latest anyway to avoid boredom by staying on one task for too long. Usually at this point of the day I either read through sources or literature while taking notes, as this is semi-passive but ultimately requires a lot of time. It’s the perfect kind of work for when I feel a bit slower, because I find that reading takes very little out of me if it’s only few hours at a time.

14:00-16:00 — During this time I will do whatever I most feel like doing and might switch between doing different tasks a lot. Usually I reserve the easiest tasks for this final slot of the day, such as doing meta-work to keep all sides of my project in control and fresh in mind.

After I leave work at 16:00 – apart from checking my work email once in the evening – I don’t think about or do anything related to work for the rest of the day.


Is being a grad student worth it?

If you really enjoy research and want to become a researcher in the future, then yes. Otherwise, absolutely not.

The W, W, W, W, and W

During my most recent PhD candidate peer meeting and again while interacting with my students, I began to consider the mental process of historians as they settle on a research question. Additionally – and quite crucially – when do they reach the point in their research process when they feel like they’ve gathered enough evidence in order confidently analyze it?

Natural sciences are both blessed and cursed by real world demands and limitations when they’re faced with these tasks. First, they mostly attempt to find answers to questions that will ultimately (and hopefully) benefit the society by pushing our cumulative knowledge that little bit further in the margins of an already marginal sub-field. Second, research questions of natural science articles often require less mulling over by the ultimate author of the article and the conductor of experiments, as new discoveries in these fields tend to open a Pandora’s Box of new questions for subsequent scientists to answer. From these questions what ends up getting picked by any given scientist or lab team then is then usually determined by their own limitations what comes to funding, equipment, staff, etc.

For historians, the process of coming up with a research question is quite different.

Not only is history a vast ocean of unattainable truths, whatever questions get picked and answered by historians rarely if ever have any tangible impact on our future. One could argue otherwise, but at the very least it seems obvious that the impact of one historian is miniscule unless their interpretations get a boost of support from the research community at large, and then further clout by mainstream popularity. The baseline expectation for the societal impact factor of historical articles relative to the impact factor of most other sciences should be that people who read it outside your own niche circles will go :- “Neat.”

The positive side to this insignificance is that we are quite free to do whatever we like. Even actual limitations regarding the availability of source material are usually only as restricting as we perceive them to be, and a creative and/or skilled writer will often make it seem like there never was any obstacles at all.

The downside to this freedom comes – as it often does – in the form of indecision. If there is a historian whose underlying motivation for becoming one wasn’t personal interest and passion, point them out to me because I’ve never met one before. But with passion also come a lot of options, and the wider one’s interest pool the more difficult it becomes to just go ahead and focus on one thing. Moreover, once you’ve made the choice there are pitfalls to a historical research question that should definitely be considered in advance of conducting any research. So many layers exist in any historical phenomenon that not keeping your eyes on the road can and will come and haunt you later.

And this brings us to the Big Five ‘W’ Questions (Who, What, When, Where, Why), and why it is so essential to consider them carefully before anything else. By clearly defining an answer to all these questions as they relate to your research topic, you are shaving off enormous amounts of excess sources, literature, and perspectives to consider from the get-go. Figuring out your scope as soon as possible will make it much less likely that your precious grant paid time will be wasted on dead-ends and fascinating but ultimately pointless detours.

So let’s look at them:

The Who: By narrowing down your research to a very specific group of people (or objects, as is the trendy thing to do these days) you give yourself a free pass on considering the experiences of people who are similar but fundamentally different. Essentially, in a room full of shouting people, you are deciding to focus on that guy first and foremost. It’s a limited story, but at least it will be cohesive.

Regarding my own dissertation, this was one of the most crucial and useful early eliminations. Focusing on regular officers’ instead of all officers’ perspective of their identity and role allows me to focus on a very homogenous group of people with comparable backgrounds, while it also allows me to navigate the sea of sources with a very cutthroat mentality about whose accounts of the war I will give the time of day.

The What: I don’t think anyone can really avoid defining the specifics of what they are studying, but the scope of the ‘whats’ that I’ve seen vary greatly. A good rule of thumb is to consider how easy it is to define the terms used in your research question. Terms like ‘meaning’, ‘influence’, ‘experience’ etc. are particularly precarious in how many ways they could be interpreted. You should look at your research question while trying to imagine how it could be interpreted: If two readers can have two completely different ideas of what exactly are you studying based on your research question, your what needs some work.

The When: Perhaps the most obvious of the five for a historian to establish, lest they want to be pulled into the void. However this is never as easy as it sounds, as historical events don’t tend to have a definitive beginning and end, on top of which you can’t get away with saying nothing of the stuff that led to the situation where your own study begins. It’s a pain to choose a cut-off point at either end, but it must be done. And it must be done sooner rather than later.

The Where: Along with The When, this limiter is usually one of the most obvious and luckily the easiest to define early on, while also yielding the research process vast amounts of material now safe to be discarded.

The Why: Finally, this is the most important question of all, both when deciding on a research question as well as when meta-thinking out your own motivations for embarking on the journey to answer it.

When considering your own motivations, knowing the why of settling down on your research question will help you navigate your own biases along the way. It will also illuminate for yourself something about yourself, and at this stage, revelations such as “I’m just doing it for the money” or “I’ve just always wanted to find out” will also help you put the research project within the proportions it deserves.

What comes to the why of your research question, it is what defines historical research. If you answer all the above questions and leave out the why, you’re a chronicler rather than a historian. And if you refuse to answer the why as a historian, rest assured someone else with likely much narrower perspectives and more unhinged ulterior motives will step in and do it for you.

Not Avoiding Debate

I just had a debate with an old friend about a certain current hot topic, about which we vehemently disagree with one another but also feel quite strongly about. We have clashed before regarding this issue, but this time both attempted to hear each other’s arguments out in long text format in hopes of convincing the other of their own position. At least that is how I proposed it and hope that is what she saw the interaction as well.

Well, neither of us convinced the other, and I do not think my position shifted even slightly towards my friend’s point of view. Usually this is not a good result when the argument contains many nuanced points, and I am not exactly proud about being so resolute. Yet I also am tempted to defend myself by presuming I have made myself more thoroughly familiar with the topic and as such just know more of the general arguments, research-based facts, and statistics regarding it. I also feel like my position has received more critical consideration even against my own values and beliefs compared to hers, as I’ve changed my mind about this topic once already after holding largely the same stance my friend still holds. I would like to think I’ve considered the topic rationally, and that despite no solution existing that would please everyone, the one I advocate for has the least suffering involved for all parties.

Anyhow, the point about the debate was that I was trying to debate in a way in which I was only arguing against the stronger points of my opponent, while not dwelling too much on some of the weaker points. I also tried to argue in abstract as much as possible without pulling in anecdotal evidence or statistics even when I knew them to support my claim in case they would have taken the spotlight off of the underlying points – which I felt stood strongly enough on their own even without concrete research.

”[W]hen it comes to spontaneous self-questioning, one is much more likely to spontaneously self-attack strong points with comforting replies to rehearse, then to spontaneously self-attack the weakest, most vulnerable points.”¹

I was rather hoping my friend would manage to shake me by attacking the weaker points of my position, since people are easily blind to them themselves, yet I did not feel conflicted during the course of the debate. I felt like I had good answers for everything she said. And I felt like her arguments were exceedingly weak.

Still, I think it’s rather good that we both have a clear position on this, and that neither is willing to just agree to disagree, which is a cop-out people who can afford to not get invested often make to maintain harmony in their own social relationships. As long as you are willing to take a stance, you are putting yourself out there to be challenged, and there’s the potential of you changing your mind. I myself tolerate points of views which I think to be false, but if the question comes up I never pretend that I find two contradicting positions equal. This gives rise to debates, and sometimes I do change my mind completely or at least shift my stance a bit. I find it rewarding to have my beliefs questioned.

Even worse than agreeing to disagree, however, is pretending you’re looking at an issue from a neutral perspective. Very few things in life are really matters of taste, so pretending like you don’t have an opinion and feeling superior for it signals to me of cowardice.

”It’s common to put on a show of neutrality or suspended judgment in order to signal that one is mature, wise, impartial, or just has a superior vantage point.”²

This is more true regarding real life socio-political issues than academic research, but in principle it still applies. Even if the difference between two historical interpretations has very few real life implications and as such does not demand fervor in order to inspire positive change in our environment, if a person who is well-versed on the topic hides behind “it’s complicated” they just seem like a liar or a coward to me. So, even if I found my friend’s arguments weak and unconvincing, she still receives more respect for me for engaging in debate than anyone who pathologically dodges arguments by posturing neutrality. There’s a time and place for debates, sure, but at least in the context of academia I think that time and place is – almost always – now.

¹ Yudkowsky, Eliezer. ”Avoiding Your Belief’s Real Weak Points” in Rationality: from AI to Zombies” Berkeley, MIRI (2015). 318.

² Yudkowsky, Eliezer. ”Pretending to be Wise” in Rationality: from AI to Zombies” Berkeley, MIRI (2015). 61.

When truth is not the truth

One thing that I witness in my own faculty’s history researchers more often than I would like is what I would call the pathological crutch of relativism.

I just recently gave my first-year history students the task of thinking about the concept of ‘truth’ as it relates to history, and in the answers I could see what this crutch has already done to them. Truth as a word is used by them interchangeably with fact, reality, experience, and belief, depending on the context. And while it is ‘sanctioned’ to speak of people’s personal experiences of the world as their own truths, for me it’s an abomination. Truth is truth, anything else is diluting the word. There is as clear a distinction between ‘past’ and ‘history’ – and somehow this difference is not difficult for historians to acknowledge. However, there is as great a difference between ‘truth’ and ‘experience’, yet as historians use the word ‘truth’ its meaning gets somewhat muddled in the minds of everyone. For something to be deemed true, it should be at least open to experimentation – and nothing in history is. We cannot even be certain that what someone claims in a written source is their honest belief.

I believe the route to the error of the pathological crutch of relativism and the subsequent confusion about the word ‘truth’ follows from the same cognitive paths, as does the adoption of relativism in beginning philosophy students, according to Michael Rooney:

When confronted with reasons to be skeptics, they instead become relativists. That is, when the rational conclusion is to suspend judgment about an issue, all too many people instead conclude that any judgment is as plausible as any other.¹

It is painfully obvious to even beginning historians that the past is something we can never really know the truth of, and as such, the history we write cannot claim to be truthful as those scientific articles of our colleagues from other experimenting fields can.

I myself try to practice humility in my day-to-day life not just in regards to my profession, but everything else as well. It both helps me appreciate everything a bit more, while also giving me a reason to strive forward. Admittedly I do have the help of a healthy amount of natural ambition and confidence to fuel this process, but I am quite sure that anyone would benefit from reminding themselves from time to time of the fact that no matter how knowledgeable or important they feel, there is a mountain of knowledge still for them to learn.

I try to maintain a mental picture of myself as someone who is not mature, so that I can go on maturing.²

I believe historians have a bit of an inferiority complex because of the way our discipline is categorized – standing against and among other sciences. Laymen consider it an academic pursuit requiring a degree of scientific rigour, and historians are expected to bear the burden of evidence and to adhere to the truth to the best of their abilities. Yet we are not dealing with truths, not by a long shot. We are trying to figure out what was true by examining sources from unreliable narrators owing to their flawed perception, flawed reasoning, and conscious agendas. We have to make guesses about the truth based on these accounts, and our guesses can never be verified.

This, I think, leads to the epidemic of sage proclamations of “multiple truths” existing in history. Referencing personal beliefs and experiences of the world as “truths”, and further allowing one’s own interpretation of the sources to be their own valid version of “truth” makes it all seem more credible and nice regarding one’s sensibilities of whether or not what we do has any sense in it.

The problem is that beliefs, no matter how fervent, are not ‘truths’ in the sense that the word is most commonly understood. There is a reason why the word ‘belief’ exists, and it irks me a bit to see beginning history students confusing themselves by attempting to understand the relation of truth and history while using the word in multiple different ways.



Remember the Direction of Causality

In his essay Three Fallacies of Teleology, Yudkowsky goes over Aristotle’s four definitions of the word aition:

”These were his four senses of aitia:  The material aition, the formal aition, the efficient aition, and the final aition.

The material aition of a bronze statue is the substance it is made from, bronze.  The formal aition is the substance’s form, its statue-shaped-ness.  The efficient aition best translates as the English word ”cause”; we would think of the artisan carving the statue, though Aristotle referred to the art of bronze-casting the statue, and regarded the individual artisan as a mere instantiation.

The final aition was the goal, or telos, or purpose of the statue, that for the sake of which the statue exists.”¹

Within most natural sciences, telos can be ignored completely in favour of ‘efficient aition’ because the objects of study are unconscious particles or systems. In modern academic circles, it is commonly understood that the ‘final aition’ is something reserved only for intelligent agents (humans), who can at least seemingly make decisions about their actions based on an abstract future goal. As such, even if future does not directly affect past actions, the beliefs about a possible future certainly do.

That being said, people’s cognitive motivations should be given very sparing credit for what actually drives their behaviour. Evolution has no foresight, but only takes the next greedy local step. While humans do have a concept of cognitive cause, our evolutionary adaptations have had a longer time to wire into our system than any of our current plots, and as such the next unanticipated greedy step towards feel-good hormones is likelier to throw a wrench in our plans than we think. Not to mention that in general people are not very good at planning or accurately assessing the motives of the people around them.

“Cognitive causes are ontologically distinct from evolutionary causes. They are made out of a different kind of stuff. Cognitive causes are made of neurons. Evolutionary causes are made of ancestors.”²

Because of our cognitive machinery, humans have a tendency to look at an outcome and start to look for a path which led there, as if the decisions on the way were made with the explicit unifying purpose of arriving at the ultimate destination. This line of thinking is difficult to avoid for us historians, because our study subjects were intelligent agents with some foresight and sense of purpose when choosing the course of their actions. However, telos is such a complicated concept that it can be detected even semi-reliably only in single persons, and even then one should keep in mind how rarely our own plans end up exactly where we intended them to go from the beginning. Not to mention how, regardless of where we end up – unless we are good diary keepers – we are often undercut by the biases of narrative memory, which makes it retrospectively feel like we were more on track all the time than we actually were. There are no historical masterminds, and people are much more reactionary than they think.

“The third fallacy of teleology is to commit the Mind Projection Fallacy with respect to telos, supposing it to be an inherent property of an object or system. Indeed, one does this every time one speaks of the purpose of an event, rather than speaking of some particular agent desiring the consequences of that event.”³

Historians do this all the time, and really, how could we not? History is constructed and understood in the narratives, and a narrative needs to be compressed to be compelling.  We are also writing to an audience with brain machinery just as biased as our own, so pandering to these biases will make the text resonate better for them. Thus we end up saying the purpose of the suffragette move was female emancipation, or that the purpose of the 13th amendment was to abolish slavery forever – even though these are in truth gross oversimplifications of even the various motives of any single agent advocating for these things.

Using language like this is understandable, but we should seek for more accurate ways to express ourselves whenever possible, lest we lead our own thinking astray. The shape of our words influence our thinking, so we should strive to be as clear as possible, even if that means giving up some of the rhetorical impact.

While if one is to subscribe to a causal universe without free will where the future is ’predestined’ by the links of causation, one should also always keep in mind that the causal arrow only works in one direction.




Puolivuosikatsaus 1.7.2019 – 31.12.2019

Tässä on puolivuosikatsaus toisesta kuudesta kuukaudestani neljän vuoden työsuhteessa yliopistolla tohtorikoulutettavana. Töitä olen tehnyt mediaani 7h30min päivätyötahdilla viitenä päivänä viikossa, ja joulukuun loppuun mennessä minulta jäi säästöön 13 vapaapäivää koko vuoden saldosta.


Väitöskirjan eteneminen: Väitöskirja on edennyt hyvin, ja kokoavasta raakatekstitiedostosta löytyy yli 300 sivua. Tämä ei tietenkään ole itsessään hyvä, mutta minulla on hyvin hallussa se, mitä kokonaisuus tällä hetkellä sisältää, ja mihin päin haluan sitä viedä. Esittelin joulukuun alussa yhden alaluvun puhtaaksikirjoitettuna ohjausryhmälle seminaaritapaamisessa, mutta tämä oli vasta jonkinnäköinen harjoitus väitöskirjaluvun puhtaaksikirjoittamisesta. Luku tulee vielä muuttumaan paljon työn edetessä. Olen jatkanut toukokuussa aloittamaani tapaa joka päivä tehdä lisäyksiä tai muokkauksia väitöskirjan tekstiin, vaikka sitten kuinka pieniä. Olen onnistunut saavuttamaan tämän tavoitteen melkein sataprosenttisesti.

Artikkelin kirjoittaminen: Artikkeli, jonka olin kirjoittanut valmiiksi jo viimeisen puolivuosikatsauksen aikoihin, on tällä hetkellä arviointiprosessissa journaalilla, ja odottelen siitä palautteita. Tavoitteeni on saada artikkeli julkaistuksi seuraavaan puolivuosikatsaukseen mennessä, mikäli mahdollista.

Lähteet: Koluttu läpi ja otettu ylös muistiinpanot yhdeksästä julkaistusta lähdeteoksesta ja kolmestatoista historiallisesta lehtiartikkelista. Raskauden ilmenemisen myötä keväälle 2020 suunniteltu 2. aineistonhakumatka Lontooseen siirtyi myöhemmäksi.

Tutkimuskirjallisuus: Luettu ja otettu muistiinpanot ylös 16:sta (2 joulukuussa) tutkimuskirjasta ja 12:sta artikkelista, jotka liittyivät väitöskirjan aiheisiin suoraan tai sivuavasti.

Konferenssit ja seminaarit:

    • Esitelmöin heinäkuussa 2019 otsikolla ”Gentlemen go to War – British middle-class experience in the Great War” Veronassa järjestetyssä konferenssissa Violence : An Inclusive Interdisciplinary Project.
    • Esitelmöin syyskuussa 2019 otsikolla “Identity Politics during the Information Age – The modern lures of tribalism and how to overcome them” Brightonissa järjestetyssä konferensissa After the End of History : Philosophy, history, culture and politics.
    • Osallistuin lokakuussa ilman esitelmää Oulussa tänä vuonna järjestettyihin Historian tutkimuksen päiviin.


Suoritetut kurssit:

    • PED511 YP 1 Oppiminen yliopistossa (5 op)
    • HKP-915 Kansainvälistyminen: konferenssi 2 (2 op)
    • PED5121 YP 2.1 Opetuksen linjakas suunnittelu, toteutus ja arviointi (5 op)

Tällä hetkellä yhteensä 22/40 op suoritettu Historian ja kulttuuriperinnön tohtoriohjelman tutkintorakenteesta ensimmäisen kahdentoista kuukauden aikana.

Opetus: Opetus pienryhmässä kurssilla Uusin aika II (HHS130) bookattu III:ssa jaksoon, ja IV:n jakson alussa pidän yhden luennon kurssilla Tiedettä tekemässä. Kurssin Uusin aika II materiaalipaketti ja luentosisällöt ovat suunniteltu miltei viimeistelyä myöten vielä tämän vuoden aikana.

Omat nettisivut perustettu osoitteeseen:

Blogi: Tämän puolivuotisen aikana julkaistuihin blogipostauksiin linkit: 10.7.2019, 2.8.2019, 13.8.2019, 30.8.2019, 9.9.2019, 17.9.2019,  4.10.2019, 17.10.2019, 7.11.2019, 29.11.2019, 4.12.2019.


Kaiken kaikkiaan olen yhä tyytyväinen etenemiseeni ja työtilanteeseeni. Ensi vuonna jään 12.3.2020 alkaen äitiyslomalle, ja tämä tulee tarkoittamaan sitä, että seuraava puolivuosikatsaus tulee käsittämään paljon vähemmän etenemistä. Jatkan kuitenkin katsausten kirjoittamista, sillä aikomuksenani on edistää väitöskirjaprojektia inkrementaalisesti perhevapaiden aikanakin.


Historians should not try to be Screenwriters

Historians deal with such vast sets of data that is very difficult to keep oneself from prematurely reaching conclusions, especially if the research interest was motivated in the first place by a pet hypothesis. Our assumptions guide us even before we have decided on a single source to study, and this process tends to start feeding itself the further we go on and the more pieces of evidence we find in favour of either our hypothesis, or the first plausible narrative that we latch ourselves onto.

Yudkowsky calls those who write down the bottom line first clever arguers as opposed to curious inquirers.¹ The clever arguer begins by writing the conclusion they wish to reach, and then begins to accumulate evidence and construct arguments in support of their preferred bottom line. This is also called rationalization, which has nothing to do with making the process of rationality. As far as cognitive biases go, it is one of my ‘favourites’ since it is so ubiquitous in everyday life. Yudkowsky would prefer to call rationalization “giant sucking cognitive black hole” to avoid confusion between it and rationality. Meanwhile, curious inquirers first gather all evidence before writing down their conclusions

As no one actually starts by writing down the bottom line physically and historians usually do spend quite a large amount of time going through sources both in favour and against their hypothesis, it is easy to flatter ourselves by considering ourselves curious inquirers. However, critically looking at our own thought and decision processes, it is easy to see this is not often so. And though it is bad, it is not the end of the world.

“Most legal processes work on the theory that every case has exactly two opposed sides and that it is easier to find two biased humans than one unbiased one. Between the prosecution and the defense, someone has a motive to present any given piece of evidence, so the court will see all the evidence; that is the theory.”²

This seems to be the way science is mostly done, especially in the humanities. Even though it would be better for people to be curious inquirers, it is good enough that we have enough biased arguers – as long as they are on opposing sides so that the reader may find all relevant pieces of evidence between them. The problem with this situation is that people are unlikely to seek out information that would disprove their own hypothesis, so instead of academic readers getting many sides of the argument, they usually just choose a camp and choose to read and cite articles from their cite accordingly, ignoring the other side’s contributions. And as much as that is partly on them, wouldn’t you want to be one of those curious inquirers who is not just getting cited by people who already believed your point before reading a word of your research, to prove their own point? Or do you want to be a tool?

In hard sciences, it is easier to counteract this effect of being drawn into being a clever arguer when hypotheses can be tested with novel experiments. It is easier for a scientist to change their mind or be driven by curiosity when there’s new evidence to be found entirely. Alas, with history not only can we never test our hypotheses, new sources are very rarely found that would carry enough significance to shake anyone’s convictions. In reality, all historical conclusions are probability estimates with no way of empirically testing whether the estimate is correct or not. The validity of historical arguments is in practice measured by how convincing a case the historian can make, and most people are not in a position to notice if key pieces of evidence are being ignored by a clever arguer. If you decide which sources to include based on whether it is favourable or unfavourable towards the narrative you are trying to construct, you have become a clever arguer. Yet it is so tantalizing to do this with historical narratives as it is exactly what one is expected to do with all creative forms of narrative entertainment. When writing compelling fictional narratives, you are supposed to subtract what doesn’t drive the plot forward, and you should be as consistent with the alignment of your themes and messages as possible to make the experience enjoyable and approachable for the reader/viewer of narrative stories.

So why not just succumb to the allure of becoming a clever arguer like most everyone else?

Why, because at least I didn’t really get into academics to become a tool, or the ‘second best solution’ in conducting academic debates. I’d rather my research stand on its own rational merits, even at the expense of the overarching narrative.

“You cannot obtain more truth for a fixed proposition by arguing it; you can make more people believe it, but you cannot make it more true.”³

I for one do not like to form hypotheses before I set out to study something – it is evident that I have a general idea of what I am going to find, but at least so far I have not been very attached to my pre-conceived notions and am just curious to find out what my sources reveal. Not every change is an improvement, but every improvement is necessarily a change. If I were to reach the same conclusions after I had spent N amount of time doing research as the one I had when I started, I would be incredibly disappointed.

¹ Yudkowsky, Eliezer. ”The Bottom Line” in Rationality: from AI to Zombies” Berkeley, MIRI (2015). 302–304.

² Yudkowsky, Eliezer. ”What Evidence Filtered Evidence” in Rationality: from AI to Zombies” Berkeley, MIRI (2015). 307.

³ Yudkowsky, Eliezer. ”Rationalization” in Rationality: from AI to Zombies” Berkeley, MIRI (2015). 310