Bad Science

tool for promoting ‘inclusivity’, as if pushing pseudoscience at children is somehow going to ameliorate social inequality, rather than worsen it. This is a vast empire of nonsense infecting the entirety of the British education system, from the smallest primary school to central government, and nobody seems to notice or care.

Perhaps if they could just do the ‘hook-up’ exercises on page 31 of the Brain Gym Teacher’s Manual (where you press your fingers against each other in odd contorted patterns) this would ‘connect the electrical circuits in the body, containing and thus focusing both attention and disorganised energy’, and they would finally see sense. Perhaps if they wiggled their ears with their fingers as per the Brain Gym textbook it would ‘stimulate the reticular formation of the brain to tune out distracting, irrelevant sounds and tune into language’.

The same teacher who explains to your children how blood is pumped around the lungs and then the body by the heart is also telling them that when they do the ‘Energizer’ exercise (which is far too complicated to describe), ‘this back and forward movement of the head increases the circulation to the frontal lobe for greater comprehension and rational thinking’. Most frighteningly, this teacher sat through a class, being taught this nonsense by a Brain Gym instructor, without challenging or questioning it.

In some respects the issues here are similar to those in the chapter on detox: if you just want to do a breathing exercise, then that’s great. But the creators of Brain Gym go much further. Their special, proprietary, theatrical yawn will lead to ‘increased oxidation for efficient relaxed functioning’. Oxidation is what causes rusting. It is not the same as oxygenation, which I suppose is what they mean. (And even if they are talking about oxygenation, you don’t need to do a funny yawn to get oxygen into your blood: like most other wild animals, children have a perfectly adequate and fascinating physiological system in place to regulate their blood oxygen and carbon dioxide levels, and I’m sure many of them would rather be taught about that, and indeed about the role of electricity in the body, or any of the other things Brain Gym confusedly jumbles up, than this transparent pseudoscientific nonsense.)

How can this nonsense be so widespread in schools? One obvious explanation is that the teachers have been blinded by all these clever long phrases like ‘reticular formation’ and ‘increased oxidation’. As it happens, this very phenomenon has been studied in a fascinating set of experiments from the March 2008 edition of the Journal of Cognitive Neuroscience, which elegantly demonstrated that people will buy into bogus explanations much more readily when they are dressed up with a few technical words from the world of neuroscience.

Subjects were given descriptions of various phenomena from the world of psychology, and then randomly offered one of four explanations for them. The explanations either contained neuroscience or didn’t, and were either ‘good’ explanations or ‘bad’ ones (bad ones being, for example, simply circular restatements of the phenomenon itself, or empty words).

Here is one of the scenarios. Experiments have shown that people are quite bad at estimating the knowledge of others: if we know the answer to a question about a piece of trivia, we overestimate the extent to which other people will know that answer too. In the experiment a ‘without neuroscience’ explanation for this phenomenon was: ‘The researchers claim that this [overestimation] happens because subjects have trouble switching their point of view to consider what someone else might know, mistakenly projecting their own knowledge onto others.’ (This was a ‘good’ explanation.)

A ‘with neuroscience’ explanation – and a cruddy one too – was this: ‘Brain scans indicate that this [overestimation] happens because of the frontal lobe brain circuitry known to be involved in self-knowledge. Subjects make more mistakes when they have to judge the knowledge of others. People are much better at judging what they themselves know.’ Very little is added by this explanation, as you can see. Furthermore, the neuroscience information is merely decorative, and irrelevant to the explanation’s logic.

The subjects in the experiment were from three groups: everyday people, neuroscience students, and neuroscience academics, and they performed very differently. All three groups judged good explanations as more satisfying than bad ones, but the subjects in the two non-expert groups judged that the explanations with the logically irrelevant neurosciencey information were more satisfying than the explanations without the spurious neuroscience. What’s more, the spurious neuroscience had a particularly strong effect on people’s judgements of ‘bad’ explanations. Quacks, of course, are well aware of this, and have been adding sciencey-sounding explanations to their products for as long as quackery has existed, as a means to bolster their authority over the patient (in an era, interestingly, when doctors have struggled to inform patients more, and to engage them in decisions about their own treatment).

It’s interesting to think about why this kind of decoration is so seductive, and to people who should know better. Firstly, the very presence of neuroscience information might be seen as a surrogate marker of a ‘good’ explanation, regardless of what is actually said. As the researchers say, ‘Something about seeing neuroscience information may encourage people to believe they have received a scientific explanation when they have not.’

But more clues can be found in the extensive literature on irrationality. People tend, for example, to rate longer explanations as being more similar to ‘experts’ explanations’. There is also the ‘seductive details’ effect: if you present related (but logically irrelevant) details to people as part of an argument, this seems to make it more difficult for them to encode, and later recall, the main argument of a text, because their attention is diverted.

More than this, perhaps we all have a rather Victorian fetish for reductionist explanations about the world. They just feel neat, somehow. When we read the neurosciencey language in the ‘bogus neuroscience explanations’ experiment – and in the Brain Gym literature – we feel as if we have been given a physical explanation for a behavioural phenomenon (‘an exercise break in class is refreshing’). We have somehow made behavioural phenomena feel connected to a larger explanatory system, the physical sciences, a world of certainty, graphs and unambiguous data. It feels like progress. In fact, as is often the case with spurious certainty, it’s the very opposite.

Again, we should focus for a moment on what is good about Brain Gym, because when you strip away the nonsense, it advocates regular breaks, intermittent light exercise, and drinking plenty of water. This is all entirely sensible.

But Brain Gym perfectly illustrates two more recurring themes from the industry of pseudoscience. The first is this: you can use hocus pocus – or what Plato euphemistically called a ‘noble myth’ – to make people do something fairly sensible like drink some water and have an exercise break. You will have your own view on when this is justified and proportionate (perhaps factoring in issues like whether it’s necessary, and the side-effects of pandering to nonsense), but it strikes me that in the case of Brain Gym, this is not a close call: children are predisposed to learn about the world from adults, and specifically from teachers; they are sponges for information, for ways of seeing, and authority figures who fill their heads with nonsense are sowing the ground, I would say, for a lifetime of exploitation.

The second theme is perhaps more interesting: the proprietorialisation of common sense. You can take a perfectly sensible intervention, like a glass of water and an exercise break, but add nonsense, make it sound more technical, and make yourself sound clever. This will enhance the placebo effect, but you might also wonder whether the primary goal is something much more cynical and lucrative: to make common sense copyrightable, unique, patented, and owned.

We will see this time and again, on a grander scale, in the work of dubious healthcare practitioners, and specifically in the field of ‘nutritionism’, because scientific knowledge – and sensible dietary advice – is free and in the public domain. Anyone can use it, understand it, sell it, or simply give it away. Most people know what constitutes a healthy diet already. If you want to make money out of it, you have to make a space for yourself in the market: and to do this, you must overcomplicate it, attach your own dubious stamp.

Is there any harm in this process? Well, it’s certainly wasteful, and even in the decadent West, as we enter a probable recession, it does seem peculiar to give money away for basic diet advice, or exercise breaks at school. But there are other hidden dangers, which are far more corrosive. This process of professionalising the obvious fosters a sense of mystery around science, and health advice, which is unnecessary and destructive. More than anything, more than the unnecessary ownership of the obvious, it is disempowering. All too often this spurious privatisation of common sense is happening in areas where we could be taking control, doing it ourselves, feeling our own potency and our ability to make sensible decisions; instead we are fostering our dependence on expensive outside systems and people.

But what’s most frightening is the way that pseudoscience makes your head go soggy. Debunking Brain Gym, let me remind you, does not require high-end, specialist knowledge. We are talking about a programme which