Bad Science. Ben Goldacre

of transition. That is, the child undergoes a symbolic change of status from someone who has existed in a realm of sanctioned norm-violation or norm-suspension (i.e. killing, war) to someone who must now live in a realm of peaceful behavioural and social norms, and conform to these.

      I don’t think I’m stretching this too far. In what we call the developed Western world, we seek redemption and purification from the more extreme forms of our material indulgence: we fill our faces with drugs, drink, bad food and other indulgences, we know it’s wrong, and we crave ritualistic protection from the consequences, a public ‘transitional ritual’ commemorating our return to healthier behavioural norms.

      The presentation of these purification diets and rituals has always been a product of their time and place, and now that science is our dominant explanatory framework for the natural and moral world, for right or wrong, it’s natural that we should bolt a bastardised pseudoscientific justification onto our redemption. Like so much of the nonsense in bad science, ‘detox’ pseudoscience isn’t something done to us, by venal and exploitative outsiders: it is a cultural product, a recurring theme, and we do it to ourselves.

2

       Brain Gym

      Under normal circumstances this should be the part of the book where I fall into a rage over creationism, to gales of applause, even though it’s a marginal issue in British schools. But if you want an example from closer to home, there is a vast empire of pseudoscience being peddled, for hard cash, in state schools up and down the country. It’s called Brain Gym, it is pervasive throughout the state education system, it’s swallowed whole by teachers, it’s presented directly to the children they teach, and it’s riddled with transparent, shameful and embarrassing nonsense.

      At the heart of Brain Gym is a string of complicated and proprietary exercises for kids which ‘enhance the experience of whole brain learning’. They’re very keen on water, for example. ‘Drink a glass of water before Brain Gym activities’, they say. ‘As it is a major component of blood, water is vital for transporting oxygen to the brain.’ Heaven forbid that your blood should dry out. This water should be held in your mouth, they say, because then it can be absorbed directly from there into your brain.

      Is there anything else you can do to get blood and oxygen to your brain more efficiently? Yes, an exercise called ‘Brain Buttons’: ‘Make a “C” shape with your thumb and forefinger and place on either side of the breastbone just below the collarbone. Gently rub for twenty or thirty seconds whilst placing your other hand over your navel. Change hands and repeat. This exercise stimulates the flow of oxygen carrying blood through the carotid arteries to the brain to awaken it and increase concentration and relaxation.’ Why? ‘Brain buttons lie directly over and stimulate the carotid arteries.’

      Children can be disgusting, and often they can develop extraordinary talents, but I’m yet to meet any child who can stimulate his carotid arteries inside his ribcage. That’s probably going to need the sharp scissors that only mummy can use.

      You might imagine that this nonsense is a marginal, peripheral trend which I have contrived to find in a small number of isolated, misguided schools. But no. Brain Gym is practised in hundreds if not thousands of mainstream state schools throughout the country. As of today I have a list of over four hundred schools which mention it specifically by name on their websites, and many, many others will also be using it. Ask if they do it at your school. I’d be genuinely interested to know their reaction.

      Brain Gym is promoted by local education authorities, funded by the government, and the training counts as continuing professional development for teachers. But it doesn’t end locally. You will find Brain Gym being promoted on the Department for Education and Skills website, in all kinds of different places, and it pops up repeatedly as a tool for promoting ‘inclusivity’, as if pushing pseudoscience at children is somehow going to ameliorate social inequality, rather than worsen it. This is a vast empire of nonsense infecting the entirety of the British education system, from the smallest primary school to central government, and nobody seems to notice or care.

      Perhaps if they could just do the ‘hook-up’ exercises on page 31 of the Brain Gym Teacher’s Manual (where you press your fingers against each other in odd contorted patterns) this would ‘connect the electrical circuits in the body, containing and thus focusing both attention and disorganised energy’, and they would finally see sense. Perhaps if they wiggled their ears with their fingers as per the Brain Gym textbook it would ‘stimulate the reticular formation of the brain to tune out distracting, irrelevant sounds and tune into language’.

      The same teacher who explains to your children how blood is pumped around the lungs and then the body by the heart is also telling them that when they do the ‘Energizer’ exercise (which is far too complicated to describe), ‘this back and forward movement of the head increases the circulation to the frontal lobe for greater comprehension and rational thinking’. Most frighteningly, this teacher sat through a class, being taught this nonsense by a Brain Gym instructor, without challenging or questioning it.

      In some respects the issues here are similar to those in the chapter on detox: if you just want to do a breathing exercise, then that’s great. But the creators of Brain Gym go much further. Their special, proprietary, theatrical yawn will lead to ‘increased oxidation for efficient relaxed functioning’. Oxidation is what causes rusting. It is not the same as oxygenation, which I suppose is what they mean. (And even if they are talking about oxygenation, you don’t need to do a funny yawn to get oxygen into your blood: like most other wild animals, children have a perfectly adequate and fascinating physiological system in place to regulate their blood oxygen and carbon dioxide levels, and I’m sure many of them would rather be taught about that, and indeed about the role of electricity in the body, or any of the other things Brain Gym confusedly jumbles up, than this transparent pseudoscientific nonsense.)

      How can this nonsense be so widespread in schools? One obvious explanation is that the teachers have been blinded by all these clever long phrases like ‘reticular formation’ and ‘increased oxidation’. As it happens, this very phenomenon has been studied in a fascinating set of experiments from the March 2008 edition of the Journal of Cognitive Neuroscience, which elegantly demonstrated that people will buy into bogus explanations much more readily when they are dressed up with a few technical words from the world of neuroscience.

      Subjects were given descriptions of various phenomena from the world of psychology, and then randomly offered one of four explanations for them. The explanations either contained neuroscience or didn’t, and were either ‘good’ explanations or ‘bad’ ones (bad ones being, for example, simply circular restatements of the phenomenon itself, or empty words).

      Here is one of the scenarios. Experiments have shown that people are quite bad at estimating the knowledge of others: if we know the answer to a question about a piece of trivia, we overestimate the extent to which other people will know that answer too. In the experiment a ‘without neuroscience’ explanation for this phenomenon was: ‘The researchers claim that this [overestimation] happens because subjects have trouble switching their point of view to consider what someone else might know, mistakenly projecting their own knowledge onto others.’ (This was a ‘good’ explanation.)

      A ‘with neuroscience’ explanation—and a cruddy one too—was this: ‘Brain scans indicate that this [overestimation] happens because of the frontal lobe brain circuitry known to be involved in self-knowledge. Subjects make more mistakes when they have to judge the knowledge of others. People are much better at judging what they themselves know.’ Very little is added by this explanation, as you can see. Furthermore, the neuroscience information is merely decorative, and irrelevant to the explanation’s logic.

      The subjects in the experiment were from three groups: everyday people, neuroscience students, and neuroscience academics, and they performed very differently. All three groups judged good