Freeing the mind

Conscious nano-robots and genetically designed "genius" babies -- where is science leading humanity, and does Egypt have a role to play? Reem Nafie attends a lecture by Nobel Prize winner Ahmed Zuweil

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Zuweil (photo:Mohamed Abdou)

"Freedom of the human mind is what we need," said Nobel Prize winner Ahmed Zuweil. "A nation cannot progress without freedom." He spoke to over 3,000 people -- including students from different schools and universities -- on 8 April at the Cairo Opera House.

Egyptian-born Zuweil was awarded a Nobel in chemistry in 1999 for developing the ultimate slow-motion camera which allows scientists for the first time to observe atoms as a chemical reaction takes place, moving at speeds measured in femtoseconds (one millionth of a billionth of a second).

Zuweil studied at the University of Alexandria and works at the California Institute of Technology (Caltech) in Pasadena. For more than two hours, Zuweil talked about how the world perceives the "future human", saying that the human mind is expected to progress in leaps over the next 50 years. He also discussed the challenges nations will face as a result of "drastic progress".

Zuweil opened his lecture with a discussion on how the human mind has progressed since the birth of mankind. Although the genes of primates and humans are almost identical, the only difference between the two is, as Zuweil said using Aristotle's words, "all men by nature desire to know." This desire has resulted in inventions and discoveries that have "changed people's lives around", including television, penicillin, computers and lasers. "These discoveries, and the continuous striving to progress, led to the change of entire civilisations," he said.

Intellectual progress -- on individual and collective levels -- may bode well for the future of mankind, but, coupled with other aspects of human behaviour, it may have severe unforeseen consequences. "The 21st century will face challenges no one has ever seen," Zuweil said. "For the first time the definition of [what is] human will change completely." Scientists are currently attempting to develop a "conscious nano-robot" from today's computer technology. This robot, made of silicon, will be able to "love, hate and converse just like any human". If scientists succeed, the world will be faced with the challenge of defining "who is considered human".

With the redefinition of the human being, concepts of "education and memory" will inevitably also change. "Our children and grandchildren are destined to witness the information revolution," Zuweil said. The Internet will continue to render access to information to those who seek it even easier, redefining knowledge boundaries as we know them.

Zuweil went on to discuss the challenges inherent in the idea that the "future human" will be able to "control his own genes". "This has actually started," he argued. "Genetic engineering -- including the cloning of organs, gene therapy and genetically modified foods -- is now a fact of life." He put in a word of warning about progress on this front, for if genetic technology falls into the wrong hands, the world could witness the creation of whole nations of designed "genius" babies.

Zuweil's list of challenges ended with diminution of "the boundaries of time and space". Exploring different galaxies and the power to control time and space will change humanity for good. "Visits to the moon will be like visiting Sharm El-Sheikh," he joked.

Bearing all these challenges in mind, we will have to adapt many of definitions in order to prepare ourselves for the "future human". Zuweil emphasised that the most important change should be in the education sector, especially with the change of our definitions of intelligence and knowledge. The education of the "future human" should be different from education as it stands today.

"Nowadays computers are available in nearly every home, but it is not enough," he explained. "You have to speak to the mind. It is not a question of the availability of information through the Internet; it is how you extract unique and new data from this information."

He told the attendees -- among whom were schoolteachers and university professors -- that the "future teachers are not like those of the past". "Redefined" teachers will have to teach concepts of teamwork, punctuality and honesty. Speaking about education in Egypt, Zuweil opined that "memorising methods will have to be replaced by thought and hands-on exercises. Education systems across the world have started to apply these methods."

"If the future teacher does not change then he or she will not be able to deal with the future universities that are bound to be different from the ones we have now," Zuweil said. "Future universities", he argued, will be in the form of "independent universities", which students will be able to access through computers, anywhere and at any time. Interaction with professors and colleagues will be minimal. "Lectures given through cyberspace will be common," using "broadcasting methods", he said.

Zuweil emphasised that not only should schoolteachers develop their educational resources, parents should also monitor their children's relationship with cyberspace. He argued that children today misuse technology: "I'm sure that anyone's relationship with their cell phones is stronger than [their relationship with] their siblings." In order to ensure that technology -- including cell phones, Internet virtual reality and movie channels -- is not abused in the name of education, parents should unite to provide children with an atmosphere based on "trust and closeness".

He noted that divorce rates are rising worldwide, making it difficult for children to absorb education as they are burdened with their parents' problems. "If parents do not have the time to monitor their children -- ingraining in them traditions, ethics and religion -- young Egyptians will end up being Westernised, even if they live in Egypt," Zuweil warned.

After explaining the challenges and proposing new concepts of education, Zuweil discussed what he feels a nation should do in order to be able to progress in the right direction. "Making computers available at every school is not the answer. It will make information available, but that does not ensure we'll be able to participate in worldwide discussions. Our education should be set according to worldwide standards, not domestic ones," Zuweil said.

He called for the development of concepts like a clear "economic and political vision for the future human", "freedom of the human mind", a "national vision for the future" and "investment in the human mind". His propositions, however, were vague, leaving most attendees bewildered as to how they can participate at an individual level.

Zuweil ended his lecture on a positive note saying that "developing countries should have hope that they can progress, otherwise we will [bring to an] end the human mind's [sense of] challenge."

During the lecture's Q&A session, attendees asked Zuweil whether "progress can actually be achieved without political reform". Many mentioned the postponement of the Arab summit in Tunisia, saying: "If we can't unite on a summit, how can we make progress in anything, let alone education?"

Zuweil diplomatically avoided political questions, urging attendees to ask questions related to the topic in question. "I am not here to discuss politics; this is a scientific lecture," he said. His only answer was to say that people should spend less time questioning politicians and "think more of ways to progress individually".