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Alexander Morrison's avatar

I very much hope that the members of the Council of the British Society for the History of Science are reading this, and swallowing hard - indeed I'd like to see it shared and read by all Fellows of the Royal Historical Society as well. It clearly lays out what is really at stake here for our discipline (or what's left of it), gradually and with scrupulous fairness, but the cumulative effect is devastating. As Anton says, lots of rubbish gets published in academic journals in history, and most of it never comes under enough scrutiny to be identified as such. In this instance the author and editors (or the publisher - I co-edit a Taylor and Francis journal, so perhaps I can find out!) actively courted such scrutiny through a concerted publicity campaign which centred squarely on the most explosive claim in the article, namely that Henry Cort had stolen the idea for his patented iron-rolling process from 76 black metallurgists in Jamaica - the subsequent attempt by the editors of the journal to pretend that this was just incidental, and that the main goal of the article was simply to examine the craft skills and practices of these metallurgists on their own terms is entirely disingenuous.

I thought Bulstrode's original article provided worrying evidence of a decline of basic historical logic - it is full of non-sequiturs and dreamy associations of things for which there is no evidence that any real connection existed at all. However it was just possible to believe that it wasn’t a product of deliberate academic misconduct so much as poor historical practice, wishful thinking and the temptations of 'impact' and historical celebrity. I didn’t think it warranted any kind of disciplinary investigation. And like Anton I had thought, naively, that his polite and well-reasoned criticism and Jelf’s review of her evidence (I wasn't aware of the parallel process that King and Williams were conducting behind the scenes)would produce at least a partial retraction, and an admission of carelessness and misreading of the sources, if not of wrongdoing, by Bulstrode. That would have resolved things with minimal embarrassment to all parties.

As Anton says, it is the behaviour of the journal editors, and above all of the Council of the British Society for the History of Science, which has turned this into what is now a genuine academic scandal. They have no factual arguments to oppose to the criticisms he and others have made, and so are resorting to the exercise of naked institutional authority to try to silence opposition or have it dismissed as illegitimate. I'm not a historian of science, but anyone who cares about historical truth or ethics should be outraged by this.

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Mike Sowden's avatar

Hi Anton. You're an idiot.

OK. Now we've got that out the way... 😁There's so much here I'd love to comment on, but I'm overdue with my latest newsletter, so I'll try to keep this under 10,000 overexcitable words.

Thank you so much for the mention here! Funnily enough, my "dear reader, call me an idiot" request to encourage readers to break the ice is applicable in my case here: this is the first time I've commented on your Substack, despite being a fan of your work for a long while, so - I'm glad it worked on me as well.

Speaking as someone looking on in semi-clueless horror from the sidelines at the controversy around the Jenny Bulstrode piece - of everyone (including Noah Smith), you've untangled it best for me, so thank you. And it is indeed so horrifying - I can't quite understand how it all became so wayward of the calm, respectful, fact-based and well-publicised discussion that is sorely needed at the heart of this thing. What a mess.

(A rose-tinted personal; memory: as an archaeologist, I was accustomed to blazingly passionate semi-rows happening in the back of pubs where, despite the volume and the colour of people's faces, it was more or less understood that everyone's opinions were flawed and up for correction in service of a keener glimpse of reality, or at least a richer grab-bag of ideas with which to speculate upon it. Especially true of us undergrads, of course, but it applied to everyone, professors included. I really enjoyed that, along with the intolerance of people who held such totally inflexible conviction that they couldn't take part in that kind of good-natured verbal melee. I can't imagine what the best of those folk would make of this situation where fact-based counterarguments are treated with such hostility. Where's the scientific method here? I don't see it.)

Also, congratulations on a hilariously perfect summing-up:

>>"what we have here is not just the lack of a smoking gun. There isn’t a body, and there isn’t even any blood. There hasn’t been report of a loud bang, or really anything at all. There’s just a quiet, empty street to which someone has turned up before suddenly rushing to the other side of town and arresting a random person – Henry Cort."

True Art, that.

Regarding getting things wrong:

I also live in fear of it - but I have it much easier than some, because I'm actively cheating. I'm not doing original research like you are - I'm presenting myself as an amateur enthusiast in what I write about (which I am, 90% of the time) and this gives me leeway to mea culpa myself out of any holes I've dug myself into. That has proved immensely useful AND it's helped my engagement hugely, because it's a chance to immediately issue a follow-up where I correct the facts and point to the egg on my face, and *that* is when I get emails saying they enjoy my work. It doesn't make me cringe any less when I realise I'm dead wrong, but it does humanise me and give me a chance to show I'm genuinely correctable...

But to your wider ethical point, it's very much how I want to present myself online, based on my time as an archaeologist. My first few terms as a student in York (200-2004) were a dizzying tour in how the principles of Archaeology had been overturned or undermined again and again throughout the 19th and 20th Century - from the data-driven law-seeking rationalism of so-called Processual methods to the new wave of ideas coming from the sciences, from the Annales school, from sociology and gender studies, now messily lumped together under the term "Post-Processual". In short, we were taught how to consider everything at least a bit wrong and *still* move forward, how to put our full weight on that uncertainty and how to think like the idealised scientist, where everything is a working hypothesis, where the difference between necessary speculation and vital fact is clearly understood and we're always trying to tell one from the other, and (the classic final line of every undergraduate thesis) More Work Needs To Be Done. So I guess I've brought that forward in a way I'm only partly conscious of, and it helps me be less afraid of getting things wrong in public. But it's also cheating, because I'm making it very clear that I'm a student, as befits a privileged enthusiast's newsletter about the science of curiosity itself. That's the wall I get to hide behind. So far, barring a few hundred people calling me an idiot, nothing nasty has kicked off yet. Time will tell.

(I did defuse one argument about one of my newsletters on Twitter where someone yelled "WOKE RUBBISH You don't know what you're talking about you ****ing libtard" and I replied "I completely agree!" and included a short summary of things I'd learned were incorrect in my piece. I didn't get a reply from him - I guess because he had no actual interest in what I'd got wrong? Anyway, that worked. Make me feel nice. Might use again.)

Your final suggestions about how to improve public debate...it makes me wonder, is there something more we can do to teach a more academic approach to critical thinking? I know it's often said that "young people don't know how to think critically" and so on, which is a loaded statement if ever there was one, and I'd encourage anyone of my generation (50s) to have someone under the age of 30 do, say, some technical troubleshooting for them on their phone before chucking such a sentiment around. But it does make me wish that the groundings I got in my first terms as an archaeology student - the acceptance of ever-present personal bias, the recognition of the nature of primary, secondary & tertiary sources, a willingness to play with ideas without calcifying any of them into dogma, and an eagerness to discuss or even argue in good faith - I wish there was something in an easily-digestible popular format that was flooding TikTok and Facebook and everywhere else, baking these principles deep, and presented in a way that was just as emotionally engaging as the bad-faith misinformative nonsense turning heads of every generation...

(For example, it was heartening to see the organisational psychologist Adam Grant championing the scientific method as a way of improving our ability to rethink, in his recent bestselling book "Think Again". Where's the history-based version of this? Is there one? Maybe you could write it, Anton? OK, OK, I'm leaving now, I've done enough damage to your comment thread.)

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