Thinking about the relationship between power and knowledge causes me to consider whether or not we are truly free to ascertain the knowledge that shapes our reality. One way to consider this is to wrestle with how knowledge is created. In Expelled:No Intelligence Allowed, we are taken on an exploratory ride into the wonderful academic jungle of power and knowledge, using the Intelligent Design theory as our tram and Ben Stein as our tour guide. Actually, I think Stein would have looked quite perfect in khaki Bermuda shorts and a safari-style hat but his slightly disheveled lawyer-like appearance suits him and the documentary much better. Regardless of Stein's wardrobe selection, the exploration into the creation of knowledge is an important one.
Yes, that's right, I said "Intelligent Design" but do not be taken aback by fear of propaganda or proselytization. Any amount of fear will likely inhibit the search for knowledge as well as the power that creates knowledge. Although this documentary addresses the prospect of an intellectual discussion and academic inquiry regarding Intelligent Design, it does not succeed in actually creating this dialog within the film. However, the documentary possesses an underlayment of brilliance, not because it attempts to create discussion about Intelligent Design but because it is a succinct illustration of the production of knowledge.
Throughout this documentary, I found myself sitting front row to a visual representation of the social process of power and its influence on the creation of "legitimate" knowledge. Expelled uncovers the elite group who has positioned themselves in the bema seat telling everyone what is "true" and attempts to question the control over the production of knowledge that this scientific body possesses. It begins to ask the important questions - who has the power to consecrate knowledge and why - but the answer never completely materializes. Come to think of it, the lack of the materialization of the answer may actually be the answer.
The film incorporates accredited and reputable scientists, some of which promote Intelligent Design, into the discussion asking the question, "What is the origin of life?" The more I listened to the two perspectives being presented the more I began to see the necessity for those in the hard sciences to admit their bias and worldview and to consider the degree each may affect their interpretation of scientific findings. There is also a need to define the difference between theory and fact, especially since hard science rests firmly on verifiable and replicable experiments by which to conclude empirical fact. However, when it comes down to the question of the "origin of life" there is an unknown gap. Theories are developed in order to fill this gap and provide possible answers or direction for further study. Whether these theories are rooted in the current scientific fact, evolution, intelligent design, or even the law of probability -- whatever the case -- there is a gap in knowledge that creates the need for a bridge of admitted possibilities. One day, this bridge may possess more concrete girders; however, until that day it seems beneficial to all for the discussion between camps to be opened up to discovery together.
Some believe that, as a society we move through three phases or stages of cognition. The first stage is the theological stage. From here we move through the metaphysical act of inquiry to the third stage,arriving at a scientific state of positivism. Maybe, in a post-modern world we will begin to see the development of a forth phase equal to an amalgamation and cooperation of the three phases. The cooperation between the hard-sciences and the theological lens could be exactly where we are headed as a post-modern society. And so, Expelled may begin the movement into this possible forth stage by asking the scientific community a metaphysical question rooted in a theological framework: "What is the origin of life?" This is a challenge to scientists to consider the gap between natural science fact and the world of the unknown. It is the point where available knowledge no longer provides the means to interpret the past or determine the present. The social context of the proliferation of knowledge challenges us to think about the social construction of reality, of our reality and how that reality is reproduced on a daily basis. Everyday common knowledge shapes who we are. It influences what we believe and how we live our lives, often at a level we are unaware of. It affects our reality. And the reality is - we were meant to question it.
