In Defense of Merit in Science. D. Abbot et al. Journal of Controversial Ideas, Apr 28 2023. https://journalofcontroversialideas.org/article/3/1/236
Abstract: Merit is a central pillar of liberal epistemology, humanism, and democracy. The scientific enterprise, built on merit, has proven effective in generating scientific and technological advances, reducing suffering, narrowing social gaps, and improving the quality of life globally. This perspective documents the ongoing attempts to undermine the core principles of liberal epistemology and to replace merit with non-scientific, politically motivated criteria. We explain the philosophical origins of this conflict, document the intrusion of ideology into our scientific institutions, discuss the perils of abandoning merit, and offer an alternative, human-centered approach to address existing social inequalities.
Keywords: STEM; Enlightenment; meritocracy; critical social justice; postmodernism; identity politics; Mertonian norms
4. The Perils of Replacing Merit with Social Engineering and
Ideological Control
4.1. Lessons from History
The universalism of science does not preclude culture and politics from being involved
in funding priorities. Funders, whether government or private, expect to receive a return
on their investment. Yet politicians should not dictate how science is done, and political
agendas should not replace Mertonian norms. History demonstrates the dangers of
replacing meritbased science with ideological control and social engineering.16,17,19
In the Soviet Union (USSR), the aberrations of Trofim Lysenko had catastrophic
consequences for science and society.17 An agronomist and “people’s scientist” who
came from the “superior” class of poor peasants, Lysenko rejected Mendelian genetics
because of its supposed inconsistency with Marxist ideology. Dissent from Lysenko’s
ideas was outlawed and his opponents were fired or prosecuted. Lysenko’s ideologically
infused agricultural ideas were put into practice in the USSR and China, where, in both
countries, they led to decreased crop yields and famine.17 Today, biology is again being
subjugated to ideology—medical schools deny the biological basis of sex, biology courses
avoid teaching the heritability of traits, and so on.29,30 More examples of ideological
subversion of science, relevant to physics and chemistry, were discussed in a recent
viewpoint.19
Such analysis19 is often dismissed with vague deflections such as “everything is
political” and “everyone is biased.” There is an element of truth to these declarations,
which can help raise awareness of the potential of scientists to have biases, including
biases on politicized topics, and help minimize such biases. However, those making these
arguments often use them to impose their own ideological agendas on what can be studied
and what kind of answers are permissible.31 It is this sense of the politicization of science
that we categorically oppose.
4.2. The Damage Inflicted by Today’s Politicization of Science
The lessons from history are clear: ideological control of the scientific enterprise leads
to its decline. The ongoing ideological subversion of STEMM (science, technology,
engineering, mathematics, and medicine) education is particularly worrying. Ideological
changes in the U.S., Canada, and New Zealand are already under way32–34 and are
quickly influencing other democracies.
The worst excesses of CSJ ideology are spreading to medicine, psychology, and
global public health with worldwide implications.25,26,35–37 For example, in global public
health, the ideology manifests in the Decolonize Global Health movement, which calls for
dismantling global health, questions researchbased knowledge, emphasizes intergroup and international antagonisms, and challenges universalism as an ideal for global health,
humanitarian aid, and development assistance.37
CSJdriven pedagogy can be pernicious, even when proposed innovations appear
benign. For example, the proposed curriculum decolonization in pharmacology38 involves
teaching about drugs developed from folk remedies and focusing on the contributions of
nonEuropeans. While such topics might be appropriate for a history of medicine course,
centering the curriculum around them, as has been proposed, would be detrimental to
training health professionals. The vast majority of today’s pharmacopeia is derived from
the research and development efforts of the modern pharmaceutical industry; effective
treatments derived from traditional medicine are rare, especially in the era of bio and
immunotherapies. For example, of the over 150 anticancer drugs available today, only
three are of natural origin (trabectedin, taxanes, and vincaalkaloids).39 Decolonizing
pharmacology also contributes to the public’s infatuation with traditional medicine, while
health agencies report numerous therapeutic accidents involving herbal products not
validated following “colonial” standards.40 Such pedagogy also reinforces mistrust toward
“white medicine,” feeding conspiracy theories against the pharmaceutical industry, as
exemplified by campaigns against COVID vaccines, which, sadly, disproportionately
impacted minority groups.41
Scientific research requires dedication, intensive technical training, and a
commitment to rigor and truthseeking. Weakening meritbased admissions, created to
identify and cultivate the best and brightest, will have longlasting consequences for the
scientific workforce, discouraging or preventing many promising students from entering
the field. Signs of this are already evident. The weakening of the workforce in the U.S.
has contributed to that country’s recent fall from the position of world leader in science.15 If
the movement in North America to replace merit with ideology in funding42–45 and faculty
hiring46–50 progresses, further deterioration in the ability to foster excellence in research
in the U.S. is all but inevitable. This does not bode well for the future of science and
society globally.
Enforcing identitybased hiring is discriminatory,51–53 as it deprives some
highachieving individuals, including economically disadvantaged individuals who are not
members of politically favored identity groups, of opportunities they have earned,54–57
thereby potentially damaging morale and engagement. In the U.S., this has
resulted in the unfair treatment of AsianAmerican, Jewish, white, male, and foreign
students.32,52,53,56–59
Ironically, replacing universalist principles with identitybased selection risks
ultimately harming qualified underrepresented researchers by introducing doubt as to
whether they merited their position or were hired for ideological reasons. Attempts to
demonize, inflict reputational damage, or silence critics of social engineering practices
by characterizing them as racists, white supremacists, or worse46,60–63 is particularly
detrimental to the open intellectual environment in which scientific inquiry into difficult
social problems thrives. For every incident in which a scientist is targeted, thousands get
the message and selfcensor.60,61,63
Besides directly impacting the scientific enterprise, the ideological capture of
scientific institutions19,31,64 has broad consequences for society. Scientists and scientific
institutions have a responsibility to enhance understanding and acceptance of the
scientific consensus on matters of public importance. As seen with climate change
and COVID19, once a scientific topic becomes politicized, trust in science diminishes,
laying the groundwork for science denial, conspiracy theories, and political opportunism.37
Research has consistently shown that public acceptance of a scientific consensus is driven not by scientific literacy (accepters are no more knowledgeable than deniers) but
by political ideology and trust in scientific institutions.65 When scientific institutions issue
political position statements and adopt identitybased policies, they alienate and lose the
trust of large dissenting segments of the public.66 When prominent scientific journals
promote these ideologies through editorials and perspective pieces, they magnify the
alienation. Conflicting with the Mertonian principles of disinterestedness and universalism,
these manifestos undermine the credibility of science as an objective, disinterested, and
truthseeking enterprise.67
5. The Genesis of the Current Attacks on Meritbased Science
The ideological basis of the current attacks on science emanates from certain veins
of postmodernism and the identitybased ideologies they have spawned: various CSJ
theories, including Critical Race Theory (CRT), related theories of structural racism, and
postcolonial theory.3–6,14
These ideologies are increasingly finding their way into politics, culture, and
education and are negatively affecting science, medicine, technology, psychology, and
global health.15,25,26,34,37 They are not imposed by totalitarian regimes, but spread
by activists and abetted by university administrators and business leaders who fail to
protect their institutions from these illiberal, regressive ideas.60,63,68 The genesis of these
ideologies is often obscure to the public or even to their bearers—e.g., administrators
trained in Diversity, Equity, and Inclusion (DEI)—who are unlikely to have read Gramsci,
Derrida, Foucault, Bell, Crenshaw, and Delgado. But just as a Soviet apparatchik need not
have read Das Kapital to have been an agent ensuring conformity to Marxist doctrine, one
need not be fully versed in postmodern or CRTinspired scholarship to be implementing
the ideology. The problems emerge from doctrinaire implementation, not from deep
knowledge of the scholarship.
Critical Theory and CSJ conflict with the liberal Enlightenment. According to Delgado
and Stefancic,5
their characteristic elements include antirationalism; antienlightenment;
rejection of equal treatment, philosophical liberalism, and neutrality in law; standpoint
epistemology and subjectivism as the basis of knowledge; and intersectionality. Recently,
ideas that emerged from Critical Theory have been aggressively disseminated to the
public, notably in books by DiAngelo and Kendi,69,70 now promoted as essential reading
in many schools and universities.
Critical Theories seek to fundamentally change the practice of science.10,14 Figure 3
contrasts CSJ epistemology with the ideas of the liberal Enlightenment.
CSJ is not an empirical theory, because its tenets are maintained despite their being either
demonstrably false or unfalsifiable.3,6,7,10,14 The existence of objective reality, for example,
which CSJ denies, is attested to by every successful engineering project, from bridges
to satellites, from cell phones to electric cars, ever conducted. The fallibility of “lived
experience” is attested to by a wealth of psychological research demonstrating errors
and biases in selfreports.71 Yet, CSJ has found its way into STEMM, evoking parallels
with the ideological corruption of science of past totalitarian regimes.19 As an illustration,
The Lancet published a paper in 2020 titled “Adopting an Intersectionality Framework
to Address Power and Equity in Medicine”72—a call to adopt CSJ ideology in medical
education and practice. This is reminiscent of the ideological control of science16,17,19 and
medicine18 in the USSR. In medicine, Marxist ideology manifested itself in “‘workerizing’
... [the] apparatus [of medical care]” (i.e., selecting future doctors from the working class,
rather than the intelligentsia by means of classbased quotas) and prioritizing medical
care for citizens based on class (the proletariat was to be given higher priority than the
farm workers; the farm workers, higher priority than the intelligentsia; and so on).18
The CSJ view—that institutions of knowledge, art, and law perpetuate systemic
racism and, therefore, must be dismantled, and that meritbased criteria in hiring,
publishing, and funding must be replaced with CSJ criteria—has been aggressively
advanced by many of our academic leadership—university administrators, executive
bodies of professional societies, publishers, etc. A search for “racism” in the titles of
papers published by the Science and Nature Publishing groups returns hundreds of
hits such as “NIH Apologizes for ‘Structural Racism,’ Pledges Change,”73 “Dismantling
Systemic Racism in Science,”74 and “Systemic Racism in Higher Education.” This reflects
the axiomatic ideological perspective of CSJ that systemic racism is indelibly etched into
every Western institution. The perspective is taken as an article of faith, which is why some
have argued that CSJ is more a secular religion than an evidencebased science.75
Below we discuss publications making unsupported claims of systemic injustices
and attacking merit. Such publications rarely, if ever, provide evidence that observed
disproportionalities in the race or gender distribution of a scientific field are the result of
presentday structural or systemic racism. Whereas historical events, such as apartheid,
slavery, and Jim Crow, are beyond dispute, the extent to which systemic racism influences
STEMM or academia today is a contested question.76 Its existence cannot be established
by proclamation. In the absence of compelling evidence, these assertions are not
scientific; they are dogma. In his book Discrimination and Disparities,
76 Sowell takes to
task the central axiom of CSJ—that disparate outcomes for various social groups emerge
as a result of discrimination—and presents ample evidence illustrating its fallacy. Sowell’s
arguments present compelling counterpoints to the standard set of arguments against
meritocracy, such as those presented in The Tyranny of Merit 77 and The Meritocracy
Trap.78
Space considerations do not permit a full evaluation of the arguments, many of which
boil down to merit systems being imperfect; that is, that there are biases in judgments of
merit, that they are not always implemented as promised, and that they risk creating hubris
in the successful and despair among the unsuccessful. Our perspective is that, however
valid these criticisms, meritbased systems are still immensely superior to alternatives
that have either been tried before or are being proposed now.77 Communist systems, for
example, which are vastly more egalitarian, produced misery on an unimaginable scale.
Can newly proposed alternatives deliver better results? Let us consider an example.
In The Tyranny of Merit,
77 Sandel proposes the following approach: identify some
minimum standard that constitutes “qualified” for admission to Harvard or Stanford and use a lottery system to select among those. Specifically, he mentions cutoffs that
would treat 50–75% of applicants as “qualified,” which stops short of abandoning merit
altogether. He justifies these cutoff points by using anecdotal data about athletes who
were overlooked by professional teams in early draft rounds, but who went on to have
highly successful careers in their sport. But examples of a few overlooked individuals
do not imply that meritbased selection is ineffective—indeed, players drafted early are
much more likely to go on to professional careers.79 Sandel also seems to presume
that identically capable college applicants will suffer if some end up attending lesser
schools. However, in STEM (science, technology, engineering, and mathematics),
where education provides objectively assessable technical skills, attendance at a top
university provides little advantage in students’ earnings potential. Measured 10 years
postgraduation, a toptier education provided no significant earnings advantage for
science majors and at best a marginally significant one for engineering majors.80
Moreover, Sandel seems to be unaware that his strategy, by nature of being based on a
lottery, guarantees that many candidates will end up in lesser schools than their equally
qualified counterparts, an outcome that a merit system, by its nature, aims to minimize.