In my youth, I engaged in tic-tac-toe on computers potentially linked to the Strategic Air Command. My father, Dr. Harold Sackman, was involved with the RAND Corporation and its offshoot, Systems Development Corporation (SDC), focusing on the then-nascent concept of "Man-Machine Interface." He referred to what we now recognize as the Internet as the "Mass Information Utility," a term that encapsulated his hopeful vision of using technology to disseminate knowledge broadly.

However, a pressing question arises: How did my father's optimistic aspiration for universal access to information devolve into platforms like Facebook, which often propagate misinformation?

Initially, the foundation of what we now call the Internet was established through a system known as Back Up Interceptor Control (BUIC). Designed as a decentralized network, BUIC ensured that even if some centers were incapacitated by a nuclear strike, the remaining ones would maintain connectivity. As this system grew to include educational institutions, the U.S. Department of Defense's Advanced Research Projects Agency (ARPA) introduced packet-switching technology, leading to the development of ARPANET, which became synonymous with the Internet, named after the Internet Protocol Suite (TCP/IP) that facilitated packet-switching. In academia, the Hypertext Transfer Protocol (HTTP) was created to ensure uniform text and graphics display across various systems, while Uniform Resource Locators (URLs) were established for consistent site identification. Together, HTTP and URLs formed the backbone of the World Wide Web (www). Ultimately, the Internet emerged not from a singular invention but from collective societal innovation.

With his background in psychology, my father was deeply concerned about the implications of this technology on individuals and society. He believed in the "experimental method," championed by philosopher John Dewey, as a beacon for achieving a better world. Dewey held a profound belief in the public's potential, asserting that making social knowledge accessible could unlock latent intelligence and elevate democracy. My father posed a pivotal question in his book Mass Information Utilities and Social Excellence (Auerbach 1971):

“Could the rise of public information utilities fulfill Dewey's vision?”

In his inaugural book, Computers, System Science and Evolving Society: The Challenge of Man-Machine Digital Systems (John Wiley & Sons 1967), my father cautioned:

“The enduring influence of computer-enhanced intelligence on social dynamics will be so vast and significant that it should focus on global and universal objectives from the outset. Future generations will evaluate our commitment to spreading the societal advantages of computers, a concern we neglect at our peril.”

Now, we face judgment—one that reflects a troubling reality.

My father's dream of a public utility that empowers the masses with information contrasts starkly with the current landscape, where private monopolies disseminate misinformation for profit. A former Facebook employee recently indicated to Congress that the platform's management is aware of its role in propagating harmful content but hesitates to implement changes that might impact profitability.

So, where did we falter?

The challenge extends beyond Facebook and its contemporaries manipulating information for corporate gain. The platform's influence is exacerbated by our collective failure to equip children—and ourselves—with the critical thinking skills necessary to navigate this information landscape. To address this, we must revisit the tenets of critical thinking, experiential learning, and the scientific method, as espoused by John Dewey, who inspired my father.

Critical Thinking requires an ongoing openness to inquiry and the ability to scrutinize established knowledge. Dewey cautioned in The Pattern of Inquiry (1938) that accepting a proposed meaning without critique stifles inquiry. He emphasized that no belief is beyond questioning, as stated in Logic: The Theory of Inquiry (1938). Unfortunately, our current educational framework often suppresses this critical inquiry, instead prioritizing memorization and repetition of "correct" answers. Dewey's description of "present education" in his 1897 My Pedagogic Creed remains relevant today, depicting it as merely a venue for delivering information, rather than fostering active inquiry. Consequently, we risk bequeathing ignorance rather than knowledge to the next generation by dismissing challenging perspectives, such as "critical race theory."

Experiential (or "empirical") testing against real-world contexts is a fundamental aspect of Dewey's philosophy. He asserted that theories must be anchored in observed phenomena, as illustrated in Experience and Nature (2nd Ed. 1929). Theories lacking external validation remain untested abstractions. According to Dewey, true learning stems from engagement with the world, as seen in how a child's instinctive sounds evolve into coherent language through interaction. As my father articulated in his last book, the "truth" in pragmatism hinges on assessing the outcomes of statements in practical contexts, as discussed in Biomedical Information Technology: Global Social Responsibilities for The Democratic Information Age (Academic Press 1997).

Scientific method involves not only validating theories through testing but also ruling out alternative explanations for observed results. My father highlighted a quote from Logic: The Theory of Inquiry that he deemed a "beautiful definition of pragmatism":

“[T]he functions of consequences as necessary tests of the validity of the proposition, provided these consequences are operationally instituted and resolve the specific problem evoking the operations.”

For instance, vaccine efficacy must demonstrate that vaccinated individuals remain disease-free when exposed, while also eliminating other potential causes for their immunity. A claim suggesting a death following vaccination does not inherently prove causation; the focus should be on whether the vaccine was the actual cause of death.

The lack of critical thought paves the way for the manipulative strategies of platforms like Facebook. Their algorithms are engineered to maximize user engagement, often prioritizing sensational content over factual accuracy. A single interaction with misleading information can lead to a cascade of similar content, creating a feedback loop that reinforces existing beliefs. Users inadvertently contribute to their own tracking and potential misinformation by sharing personal data on these platforms.

What Steps Can We Take?

Critical thinking, empirical testing, and scientific methodology provide essential tools for navigating the sea of misinformation. These capabilities are inherently present within children. Our challenge is to prevent educational practices from extinguishing these qualities through rigid testing and grading systems. Education should be viewed as an ongoing reconstruction of experiences, where the objectives and progress of learning are intertwined. If we can realign education with its true purpose, children will inherit the invaluable capital of civilization—knowledge derived from experience, as articulated by Dewey in My Pedagogic Creed.

This "capital" encompasses not material wealth but the cumulative knowledge cultivated over time. Today, this wealth of knowledge is readily accessible via the Internet, a product of scientific inquiry. Thus, the same scientific principles that birthed the Internet can empower us to effectively process the immense information available to us.

Despite the prevailing challenges, I remain optimistic that the aspirations of Dewey and my father can still be realized. The key lies in promoting critical thinking and the experimental method. My father asserted, “Experimental method is a universal human legacy, too vital for human welfare to be confined to scientists.” This conviction drives my engagement on platforms like Medium, where I seek thoughtful and critical exchanges of ideas.

Selected Works by Dr. Harold Sackman - Computers, System Science and Evolving Society: The Challenge of Man-Machine Digital Systems (John Wiley & Sons 1967) - Man-Computer Problem Solving; Experimental Evaluation of Time-Sharing and Batch Processing (Auerbach 1970) - Mass Information Utilities and Social Excellence (Auerbach 1971) - Biomedical Information Technology: Global Social Responsibilities for The Democratic Information Age (Academic Press 1997)

Numerous studies authored by him are accessible through RAND's publications.

Notable Works by John Dewey I was fortunate to inherit a comprehensive collection of John Dewey’s writings from my father, many of which are now available online in the public domain.

Exploring Alternative Perspectives on Education