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9 " But what is the use of the humanities as such? Admittedly they are not practical, and admittedly they concern themselves with the past. Why, it may be asked, should we engage in impractical investigations, and why should we be interested in the past? The answer to the first question is: because we are interested in reality. Both the humanities and the natural sciences, as well as mathematics and philosophy, have the impractical outlook of what the ancients called vita contemplativa as opposed to vita activa. But is the contemplative life less real or, to be more precise, is its contribution to what we call reality less important, than that of the active life? The man who takes a paper dollar in exchange for twenty-five apples commits an act of faith, and subjects himself to a theoretical doctrine, as did the mediaeval man who paid for indulgence. The man who is run over by an automobile is run over by mathematics, physics and chemistry. For he who leads the contemplative life cannot help influencing the active, just as he cannot prevent the active life from influencing his thought. Philosophical and psychological theories, historical doctrines and all sorts of speculations and discoveries, have changed, and keep changing, the lives of countless millions. Even he who merely transmits knowledge or learning participates, in his modest way, in the process of shaping reality - of which fact the enemies of humanism are perhaps more keenly aware than its friends. It is impossible to conceive of our world in terms of action alone. Only in God is there a " Coincidence of Act and Thought" as the scholastics put it. Our reality can only be understood as an interpenetration of these two. "

16 " As psychologist Bruce Hood writes in his book The Self Illusion, you have an origin story and a sense that you’ve traveled from youth to now along a linear path, with ups and downs that ultimately made you who you are today. Babies don’t have that. That sense is built around events that you can recall and place in time. Babies and small children have what Hood calls “unconscious knowledge,” which is to say they simply recognize patterns and make associations with stimuli. Without episodic memories, there is no narrative; and without any narrative, there is no self. Somewhere between ages two and three, according to Hood, that sense of self begins to come online, and that awakening corresponds with the ability to tell a story about yourself based on memories. He points to a study by Alison Gopnik and Janet Astington in 1988 in which researchers presented to three-year-olds a box of candy, but the children were then surprised to find pencils inside instead of sweets. When they asked each child what the next kid would think was in the box when he or she went through the same experiment, the answer was usually pencils. The children didn’t yet know that other people have minds, so they assumed everyone knew what they knew. Once you gain the ability to assume others have their own thoughts, the concept of other minds is so powerful that you project it into everything: plants, glitchy computers, boats with names, anything that makes more sense to you when you can assume, even jokingly, it has a sort of self. That sense of agency is so powerful that people throughout time have assumed a consciousness at the helm of the sun, the moon, the winds, and the seas. Out of that sense of self and other selves come the narratives that have kept whole societies together. The great mythologies of the ancients and moderns are stories made up to make sense of things on a grand scale. So strong is the narrative bias that people live and die for such stories and devote whole lives to them (as well as take lives for them). "

David McRaney , You Are Now Less Dumb: How to Conquer Mob Mentality, How to Buy Happiness, and All the Other Ways to Outsmart Yourself