{"id":12351,"date":"2012-03-08T11:21:21","date_gmt":"2012-03-08T16:21:21","guid":{"rendered":"http:\/\/researchimpact.ydsinc.ca\/sizzle-vs-steak-and-the-misunderstanding-of-memes\/"},"modified":"2021-11-23T16:40:30","modified_gmt":"2021-11-23T21:40:30","slug":"sizzle-vs-steak-and-the-misunderstanding-of-memes","status":"publish","type":"post","link":"https:\/\/researchimpact.ca\/fr\/archive\/sizzle-vs-steak-and-the-misunderstanding-of-memes\/","title":{"rendered":"\u201cSizzle vs. Steak\u201d and the Misunderstanding of Memes"},"content":{"rendered":"

By\u00a0Jeremy Trevelyan Burman,\u00a0<\/span>Department of Psychology, York University<\/span>
\nWe are pleased to present this guest blog post from Jeremy Burman, who<\/em>\u00a0is contract faculty at York University, where he is also working to complete his doctorate in psychology.\u00a0 We invited him to write this guest column after his new article\u2014\u201cThe misunderstanding of memes: Biography of an unscientific object, 1976-1999\u201d \u2014was featured as a nominee for the Ig Nobel Prize.\u00a0 (This article, which you can get <\/em>here<\/em><\/a> for free, is now its journal\u2019s <\/em>top download<\/em><\/a>.)\u00a0 Having also worked as a producer at the Canadian Broadcasting Corporation, and in R&D at several start-ups during the Tech Bubble, Burman\u2019s perspective balances the competing interests navigated by those in the KMb field. His post below touches on aspects of crowdsourcing, social media, and the construction of meaning, which are all involved in the public understanding of the knowledge we mobilize.<\/em>
\nIf ideas spread like viruses (as \u201cmemes\u201d), then ignorance is a disease. It can either be cured, or prevented. And that\u2019s all there is to it.<\/strong>
\nThe ignorant are encouraged to take their medicine for their own good. They are to be pitied, treated, and\u2014if possible\u2014cured.\u00a0 If they resist, the cure is sometimes forced upon them.
\nRecall: The God Delusion<\/em><\/a>.\u00a0 (If you haven\u2019t read the book, you can get a sense of it by watching the documentary<\/a>.)
\nBut if ideas aren\u2019t really like viruses, and there\u2019s no such thing as \u201cmemes,\u201d then we ought to think differently about how we respond to ignorance.\u00a0 That\u2019s what my recent article<\/a> is really about.
\nAcademics aren\u2019t interested in sizzle<\/strong>
\nIf we believe that messages are \u201cinfectious,\u201d then we are led to search for the most \u201cvirulent\u201d version of our message that we can find.\u00a0 We will believe that the most infectious idea is the most easily mobilized.
\nBut this kind of thinking is misleading.\u00a0 It encourages us to focus on the wrong thing: instead of communicating an idea\u2019s meaning, we start trying to sell its features.\u00a0 We start to focus on \u201csizzle,\u201d rather than \u201csteak.\u201d
\nThat\u2019s not what academics do.\u00a0 It\u2019s not how we are trained to think and act.\u00a0 And it\u2019s not what we care about.
\nIn my teaching, I don\u2019t sell ideas.\u00a0 Instead, I encourage my students to make ideas meaningful.\u00a0 Since I teach developmental psychology, I challenge them to think of ways to use our course materials to improve the lives of children everywhere.\u00a0 Most recently, I have taken this challenge to Wikipedia.
\n\"\"<\/a>Wikipedia: Bane or boon?<\/strong>
\nIf ideas are like viruses, then there is no point in trying to fix Wikipedia. Either it is infected, and dangerous, or it soon will be.\u00a0 Actually, I think that\u2019s why students are told not to use it: since they haven\u2019t yet been inoculated with a proper education, they might get infected and hurt.
\nRubbish!
\nThe distrust of Wikipedia is little more than a reflection of the misunderstanding that I\u2019ve tried to address in my article.\u00a0 The simple truth is that Wikipedia works better than any other encyclopedia ever created<\/a>.\u00a0 It\u2019s a great first stop when you\u2019re trying to figure out how to approach a topic.\u00a0 And it succeeds, in the end, because it allows lots of people to work collectively to fix the errors they can see.\u00a0 Whenever someone has tried to bring in the experts, as a cure to ignorance, the result has been abject failure.
\nInstead of trying to fix Wikipedia myself, as I once did, I now guide my students through the creation of their own Wiki projects in a protected site hosted on a private server at York University.\u00a0 As a result, they learn the difference between \u201csizzle\u201d (memes) and \u201csteak\u201d (meanings).\u00a0 They become critical consumers of what Wikipedia has to offer.\u00a0 And they learn the skills they need to fix it.
\nTeaching Wikipedia, mobilizing knowledge<\/strong>
\nBy the end of this year alone, I will have taught 350 students to find mistakes at Wikipedia and fix them.\u00a0 But I am not spreading an infection: my students aren\u2019t replicating the \u201cidea viruses\u201d to which I expose them in class.\u00a0 Instead, they are working to help children by communicating the results published in peer reviewed journals.\u00a0 And they are using those results to correct our popular misbeliefs.
\nMy students are mobilizing knowledge at a massive scale.\u00a0 They are working with content, not with cures; with steak, not sizzle.\u00a0 Eventually, we will all benefit from their efforts.
\nThe very notion that one might attempt such a thing is unthinkable if we believe that ideas are infectious.\u00a0 Fortunately, that turns out not to be the case.\u00a0 It\u2019s based on a misunderstanding.
\nThere\u2019s no such thing as \u201cmemes.\u201d\u00a0 Thus: if we instead recognize that the community of Wikipedians will fix what mistakes they can see, then our challenge shifts from mobilizing knowledge in order to prevent or cause infections<\/em> toward mobilizing knowledge in order to help others look more carefully or see more clearly<\/em>.
\nAcademics, and Wikipedians, need your help<\/strong>
\nWhat I\u2019m suggesting is something academics are trained to do: make it possible to correct mistakes, misbeliefs, and misunderstandings.\u00a0 For the most part, it\u2019s also something we\u2019re good at.\u00a0 And the community of knowledge mobilizers is perfectly positioned to help.
\nMy article used history as a way to show how the idea of \u201cidea viruses\u201d became something we could believe in; how it became possible for ideas to be thought of as being \u201cinfectious.\u201d\u00a0 (How the \u201cmeme\u201d could come to be treated as a scientific object.)\u00a0 The larger issue that I intended to highlight, though, is how the resulting understanding ought to affect how we think about communicating scientific ideas; how we share meaning.
\nCrowd-sourced social media, like Wikipedia, is where the knowledge produced by academics needs to end up.\u00a0 That\u2019s where the largest audience is.\u00a0 But that\u2019s also where the popular misunderstandings are being made, as amateur<\/em> knowledge mobilizers misunderstand the academic message and reconstruct it in a way that\u2019s more consistent with their beliefs.
\nThat, ultimately, is the challenge for professional<\/em> knowledge mobilizers.\u00a0 For academics, the goal is not to sell; the goal is to share.\u00a0 We want everyone to have steak.\u00a0 But you\u2019re the experts: Can you help us deliver? (Can you increase the impact of our work?)\u00a0 How?<\/em><\/p>\n

* * *<\/em><\/p>\n

\u00a0<\/em>Burman is a writer and a teacher, but uses his efforts in each to inform the other.\u00a0 If you want to read the essay that\u2019s behind all of this, you can get it <\/em>here<\/em><\/a> for free.\u00a0 This is an Open Access article; if you\u2019d like to share the link, you are welcome to do so.\u00a0 You can also visit his website <\/em>here<\/em><\/a>.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

By\u00a0Jeremy Trevelyan Burman,\u00a0Department of Psychology, York University We are pleased to present this guest blog post from Jeremy Burman, who\u00a0is contract faculty at York University, where he is also working to complete his doctorate in psychology.\u00a0 We invited him to write this guest column after his new article\u2014\u201cThe misunderstanding of memes: Biography of an unscientific […]<\/p>\n

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