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Sunday, June 22, 2025

Dharma

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Dharma

Dharma (/ˈdɑːrmə/; Sanskrit: धर्म, pronounced [dʱɐrmɐ] ) is a key concept in various Indian religions. The term dharma does not have a single, clear translation and conveys a multifaceted idea. Etymologically, it comes from the Sanskrit dhr-, meaning to hold or to support, thus referring to law that sustains things—from one's life to society, and to the Universe at large. In its most commonly used sense, dharma refers to an individual's moral responsibilities or duties; the dharma of a farmer differs from the dharma of a soldier, thus making the concept of dharma a varying dynamic. As with the other components of the Puruṣārtha, the concept of dharma is pan-Indian. The antonym of dharma is adharma.

In Hinduism, dharma denotes behaviour that is considered to be in accord with Ṛta—the "order and custom" that makes life and universe possible. This includes duties, rights, laws, conduct, virtues and "right way of living" according to the stage of life or social position. Dharma is believed to have a transtemporal validity, and is one of the Puruṣārtha. The concept of dharma was in use in the historical Vedic religion (1500–500 BCE), and its meaning and conceptual scope has evolved over several millennia.

In Buddhism, dharma (Pali: dhamma) refers to the teachings of the Buddha and to the true nature of reality (which the teachings point to). In Buddhist philosophy, dhamma/dharma is also the term for specific "phenomena" and for the ultimate truthDharma in Jainism refers to the teachings of Tirthankara (Jina) and the body of doctrine pertaining to purification and moral transformation. In Sikhism, dharma indicates the path of righteousness, proper religious practices, and performing moral duties.

Etymology

The Prakrit word "dhaṃ-ma"/𑀥𑀁𑀫 (Sanskrit: Dharma धर्म) in the Brahmi script, as inscribed by Emperor Ashoka in his Edicts of Ashoka (3rd century BCE)

The word dharma (/ˈdɑːrmə/) has roots in the Sanskrit dhr-, which means to hold or to support, and is related to Latin firmus (firm, stable). From this, it takes the meaning of "what is established or firm", and hence "law". It is derived from an older Vedic Sanskrit n-stem dharman-, with a literal meaning of "bearer, supporter", in a religious sense conceived as an aspect of Rta.

In the Rigveda, the word appears as an n-stem, dhárman-, with a range of meanings encompassing "something established or firm" (in the literal sense of prods or poles). Figuratively, it means "sustainer" and "supporter" (of deities). It is semantically similar to the Greek themis ("fixed decree, statute, law").

In Classical Sanskrit, and in the Vedic Sanskrit of the Atharvaveda, the stem is thematic: dhárma- (Devanagari: धर्म). In Prakrit and Pali, it is rendered dhamma. In some contemporary Indian languages and dialects it alternatively occurs as dharm.

In the 3rd century BCE the Mauryan Emperor Ashoka translated dharma into Greek and Aramaic and he used the Greek word eusebeia (εὐσέβεια, piety, spiritual maturity, or godliness) in the Kandahar Bilingual Rock Inscription and the Kandahar Greek Edicts. In the former, he used the Aramaic word קשיטא (qšyṭ’; truth, rectitude).

Definition

Dharma
Yoga
 
Law and justice
 
Rituals and rites of passage
 
Sannyasa and stages of life
 
Duties, such as learning from teachers

Dharma is a concept of central importance in Indian philosophy and Indian religions. It has multiple meanings in Hinduism, Buddhism, Sikhism and Jainism. It is difficult to provide a single concise definition for dharma, as the word has a long and varied history and straddles a complex set of meanings and interpretations. There is no equivalent single-word synonym for dharma in western languages.

There have been numerous, conflicting attempts to translate ancient Sanskrit literature with the word dharma into German, English and French. The concept, claims Paul Horsch, has caused exceptional difficulties for modern commentators and translators. For example, while Grassmann's translation of Rig-Veda identifies seven different meanings of dharma, Karl Friedrich Geldner in his translation of the Rig-Veda employs 20 different translations for dharma, including meanings such as "law", "justice", "righteousness", "order", "duty", "custom", "quality", and "model", among others. However, the word dharma has become a widely accepted loanword in English, and is included in all modern unabridged English dictionaries.

The root of the word dharma is "dhr̥", which means "to support, hold, or bear". It is the thing that regulates the course of change by not participating in change, but that principle which remains constant. Monier-Williams Sanskrit-English Dictionary, the widely cited resource for definitions and explanation of Sanskrit words and concepts of Hinduism, offers numerous definitions of the word dharma, such as that which is established or firm, steadfast decree, statute, law, practice, custom, duty, right, justice, virtue, morality, ethics, religion, religious merit, good works, nature, character, quality, property. Yet, each of these definitions is incomplete, while the combination of these translations does not convey the total sense of the word. In common parlance, dharma means "right way of living" and "path of rightness". Dharma also has connotations of order, and when combined with the word sanātana, it can also be described as eternal truth.

The meaning of the word dharma depends on the context, and its meaning has evolved as ideas of Hinduism have developed through history. In the earliest texts and ancient myths of Hinduism, dharma meant cosmic law, the rules that created the universe from chaos, as well as rituals; in later Vedas, Upanishads, Puranas and the Epics, the meaning became refined, richer, and more complex, and the word was applied to diverse contexts. In certain contexts, dharma designates human behaviours considered necessary for order of things in the universe, principles that prevent chaos, behaviours and action necessary to all life in nature, society, family as well as at the individual level. Dharma encompasses ideas such as duty, rights, character, vocation, religion, customs and all behaviour considered appropriate, correct or morally upright. For further context, the word varnasramdharma is often used in its place, defined as dharma specifically related to the stage of life one is in. The concept of Dharma is believed to have a transtemporal validity.

The antonym of dharma is adharma (Sanskrit: अधर्म), meaning that which is "not dharma". As with dharma, the word adharma includes and implies many ideas; in common parlance, adharma means that which is against nature, immoral, unethical, wrong or unlawful.

In Buddhism, dharma incorporates the teachings and doctrines of the founder of Buddhism, the Buddha.

History

According to Pandurang Vaman Kane, author of the book History of Dharmaśāstra, the word dharma appears at least fifty-six times in the hymns of the Rigveda, as an adjective or noun. According to Paul Horsch, the word dharma has its origin in Vedic Hinduism. The hymns of the Rigveda claim Brahman created the universe from chaos, they hold (dhar-) the earth and sun and stars apart, they support (dhar-) the sky away and distinct from earth, and they stabilise (dhar-) the quaking mountains and plains.

The Deities, mainly Indra, then deliver and hold order from disorder, harmony from chaos, stability from instability – actions recited in the Veda with the root of word dharma. In hymns composed after the mythological verses, the word dharma takes expanded meaning as a cosmic principle and appears in verses independent of deities. It evolves into a concept, claims Paul Horsch, that has a dynamic functional sense in Atharvaveda for example, where it becomes the cosmic law that links cause and effect through a subject. Dharma, in these ancient texts, also takes a ritual meaning. The ritual is connected to the cosmic, and "dharmani" is equated to ceremonial devotion to the principles that deities used to create order from disorder, the world from chaos.

Past the ritual and cosmic sense of dharma that link the current world to mythical universe, the concept extends to an ethical-social sense that links human beings to each other and to other life forms. It is here that dharma as a concept of law emerges in Hinduism.

Dharma and related words are found in the oldest Vedic literature of Hinduism, in later Vedas, Upanishads, Puranas, and the Epics; the word dharma also plays a central role in the literature of other Indian religions founded later, such as Buddhism and Jainism. According to Brereton, Dharman occurs 63 times in Rig-veda; in addition, words related to Dharman also appear in Rig-veda, for example once as dharmakrt, 6 times as satyadharman, and once as dharmavant, 4 times as dharman and twice as dhariman.

Indo-European parallels for "dharma" are known, but the only Iranian equivalent is Old Persian darmān, meaning "remedy". This meaning is different from the Indo-Aryan dhárman, suggesting that the word "dharma" did not play a major role in the Indo-Iranian period. Instead, it was primarily developed more recently under the Vedic tradition.

It is thought that the Daena of Zoroastrianism, also meaning the "eternal Law" or "religion", is related to Sanskrit "dharma". Ideas in parts overlapping to Dharma are found in other ancient cultures: such as Chinese Tao, Egyptian Maat, Sumerian Me.

Eusebeia and dharma

The Kandahar Bilingual Rock Inscription is from Indian Emperor Asoka in 258 BCE, and found in Afghanistan. The inscription renders the word dharma in Sanskrit as eusebeia in Greek, suggesting dharma in ancient India meant spiritual maturity, devotion, piety, duty towards and reverence for human community.

In the mid-20th century, an inscription of the Indian Emperor Asoka from the year 258 BCE was discovered in Afghanistan, the Kandahar Bilingual Rock Inscription. This rock inscription contains Greek and Aramaic text. According to Paul Hacker, on the rock appears a Greek rendering for the Sanskrit word dharma: the word eusebeia.

Scholars of Hellenistic Greece explain eusebeia as a complex concept. Eusebia means not only to venerate deities, but also spiritual maturity, a reverential attitude toward life, and includes the right conduct toward one's parents, siblings and children, the right conduct between husband and wife, and the conduct between biologically unrelated people. This rock inscription, concludes Paul Hacker, suggests dharma in India, about 2300 years ago, was a central concept and meant not only religious ideas, but ideas of right, of good, of one's duty toward the human community.

Rta, maya and dharma

The evolving literature of Hinduism linked dharma to two other important concepts: Ṛta and Māyā. Ṛta in Vedas is the truth and cosmic principle which regulates and coordinates the operation of the universe and everything within it. Māyā in Rig-veda and later literature means illusion, fraud, deception, magic that misleads and creates disorder, thus is contrary to reality, laws and rules that establish order, predictability and harmony. Paul Horsch suggests Ṛta and dharma are parallel concepts, the former being a cosmic principle, the latter being of moral social sphere; while Māyā and dharma are also correlative concepts, the former being that which corrupts law and moral life, the later being that which strengthens law and moral life.

Day proposes dharma is a manifestation of Ṛta, but suggests Ṛta may have been subsumed into a more complex concept of dharma, as the idea developed in ancient India over time in a nonlinear manner. The following verse from the Rigveda is an example where rta and dharma are linked:

O Indra, lead us on the path of Rta, on the right path over all evils...

— RV 10.133.6

Hinduism

Dharma is an organising principle in Hinduism that applies to human beings in solitude, in their interaction with human beings and nature, as well as between inanimate objects, to all of cosmos and its parts. It refers to the order and customs which make life and universe possible, and includes behaviours, rituals, rules that govern society, and ethics. Hindu dharma includes the religious duties, moral rights and duties of each individual, as well as behaviours that enable social order, right conduct, and those that are virtuous. Dharma, according to Van Buitenen, is that which all existing beings must accept and respect to sustain harmony and order in the world. It is neither the act nor the result, but the natural laws that guide the act and create the result to prevent chaos in the world. It is innate characteristic, that makes the being what it is. It is, claims Van Buitenen, the pursuit and execution of one's nature and true calling, thus playing one's role in cosmic concert. In Hinduism, it is the dharma of the bee to make honey, of cow to give milk, of sun to radiate sunshine, of river to flow. In terms of humanity, dharma is the need for, the effect of and essence of service and interconnectedness of all life. This includes duties, rights, laws, conduct, virtues and "right way of living".

In its true essence, dharma means for a Hindu to "expand the mind". Furthermore, it represents the direct connection between the individual and the societal phenomena that bind the society together. In the way societal phenomena affect the conscience of the individual, similarly may the actions of an individual alter the course of the society, for better or for worse. This has been subtly echoed by the credo धर्मो धारयति प्रजा: meaning dharma is that which holds and provides support to the social construct.

In Hinduism, dharma generally includes various aspects:

  • Sanātana Dharma, the eternal and unchanging principals of dharma.
  • Varṇ āśramā dharma, one's duty at specific stages of life or inherent duties.
  • Svadharma, one's own individual or personal duty.
  • Āpad dharma, dharma prescribed at the time of adversities.
  • Sadharana dharma, moral duties irrespective of the stages of life.
  • Yuga dharma, dharma which is valid for a yuga, an epoch or age as established by Hindu tradition and thus may change at the conclusion of its time.

In Vedas and Upanishads

The history section of this article discusses the development of dharma concept in Vedas. This development continued in the Upanishads and later ancient scripts of Hinduism. In Upanishads, the concept of dharma continues as universal principle of law, order, harmony, and truth. It acts as the regulatory moral principle of the Universe. It is explained as law of righteousness and equated to satya (Sanskrit: सत्यं, truth), in hymn 1.4.14 of Brhadaranyaka Upanishad, as follows:

Nothing is higher than dharma. The weak overcomes the stronger by dharma, as over a king. Truly that dharma is the Truth (Satya); Therefore, when a man speaks the Truth, they say, "He speaks the Dharma"; and if he speaks Dharma, they say, "He speaks the Truth!" For both are one.

Dharma and Mimamsa

Mimamsa, developed through commentaries on its foundational texts, particularly the Mimamsa Sutras attributed to Jaimini, emphasizes "the desire to know dharma" as the central concern, defining dharma as what connects a person with the highest good, always yet to be realized. While some schools associate dharma with post-mortem existence, Mimamsakas focus on the continual renewal and realization of a ritual world through adherence to Vedic injunctions. They assert that the ultimate good is essentially inaccessible to perception and can only be understood through language, reflecting confidence in Vedic injunctions and the reality of language as a means of knowing.

Mimamsa addresses the delayed results of actions (like wealth or heaven) through the concept of apurva or adrsta, an unseen force that preserves the connection between actions and their outcomes. This ensures that Vedic sacrifices, though their results are delayed, are effective and reliable in guiding toward dharma.

In the Epics

The Hindu religion and philosophy, claims Daniel Ingalls, places major emphasis on individual practical morality. In the Sanskrit epics, this concern is omnipresent. In Hindu Epics, the good, morally upright, law-abiding king is referred to as "dharmaraja".

Dharma is at the centre of all major events in the life of Dasharatha, Rama, Sita, and Lakshman in Ramayana. In the Ramayana, Dasharatha upholds his dharma by honoring a promise to Kaikeyi, resulting in his beloved son Rama's exile, even though it brings him immense personal suffering.

In the Mahabharata, dharma is central, and it is presented through symbolism and metaphors. Near the end of the epic, Yama referred to as dharma in the text, is portrayed as taking the form of a dog to test the compassion of Yudhishthira, who is told he may not enter paradise with such an animal. Yudhishthira refuses to abandon his companion, for which he is then praised by dharma. The value and appeal of the Mahabharata, according to Ingalls, is not as much in its complex and rushed presentation of metaphysics in the 12th book. Indian metaphysics, he argues, is more eloquently presented in other Sanskrit scriptures. Instead, the appeal of Mahabharata, like Ramayana, lies in its presentation of a series of moral problems and life situations, where there are usually three answers: one answer is of Bhima, which represents brute force, an individual angle representing materialism, egoism, and self; the second answer is of Yudhishthira, which appeals to piety, deities, social virtue, and tradition; the third answer is of introspective Arjuna, which falls between the two extremes, and who, claims Ingalls, symbolically reveals the finest moral qualities of man. The Epics of Hinduism are a symbolic treatise about life, virtues, customs, morals, ethics, law, and other aspects of dharma. There is extensive discussion of dharma at the individual level in the Epics of Hinduism; for example, on free will versus destiny, when and why human beings believe in either, the strong and prosperous naturally uphold free will, while those facing grief or frustration naturally lean towards destiny. The Epics of Hinduism illustrate various aspects of dharma with metaphors.

According to 4th-century Vatsyayana

According to Klaus Klostermaier, 4th-century CE Hindu scholar Vātsyāyana explained dharma by contrasting it with adharma. Vātsyāyana suggested that dharma is not merely in one's actions, but also in words one speaks or writes, and in thought. According to Vātsyāyana:

  1. Adharma of body: hinsa (violence), steya (steal, theft), pratisiddha maithuna (sexual indulgence with someone other than one's partner)
  2. Dharma of body: dana (charity), paritrana (succor of the distressed) and paricarana (rendering service to others)
  3. Adharma from words one speaks or writes: mithya (falsehood), parusa (caustic talk), sucana (calumny) and asambaddha (absurd talk)
  4. Dharma from words one speaks or writes: satya (truth and facts), hitavacana (talking with good intention), priyavacana (gentle, kind talk), svadhyaya (self-study)
  5. Adharma of mind: paradroha (ill will to anyone), paradravyabhipsa (covetousness), nastikya (denial of the existence of morals and religiosity)
  6. Dharma of mind: daya (compassion), asprha (disinterestedness), and sraddha (faith in others)

According to Patanjali Yoga

In the Yoga Sutras of Patanjali the dharma is real; in the Vedanta it is unreal.

Dharma is part of yoga, suggests Patanjali; the elements of Hindu dharma are the attributes, qualities and aspects of yoga. Patanjali explained dharma in two categories: yamas (restraints) and niyamas (observances).

The five yamas, according to Patanjali, are: abstain from injury to all living creatures, abstain from falsehood (satya), abstain from unauthorised appropriation of things-of-value from another (acastrapurvaka), abstain from coveting or sexually cheating on your partner, and abstain from expecting or accepting gifts from others. The five yama apply in action, speech and mind. In explaining yama, Patanjali clarifies that certain professions and situations may require qualification in conduct. For example, a fisherman must injure a fish, but he must attempt to do this with least trauma to fish and the fisherman must try to injure no other creature as he fishes.

The five niyamas (observances) are cleanliness by eating pure food and removing impure thoughts (such as arrogance or jealousy or pride), contentment in one's means, meditation and silent reflection regardless of circumstances one faces, study and pursuit of historic knowledge, and devotion of all actions to the Supreme Teacher to achieve perfection of concentration.

Sources

Dharma is an empirical and experiential inquiry for every man and woman, according to some texts of Hinduism. For example, Apastamba Dharmasutra states:

Dharma and Adharma do not go around saying, "That is us." Neither do gods, nor gandharvas, nor ancestors declare what is Dharma and what is Adharma.

— Apastamba Dharmasutra

In other texts, three sources and means to discover dharma in Hinduism are described. These, according to Paul Hacker, are: First, learning historical knowledge such as Vedas, Upanishads, the Epics and other Sanskrit literature with the help of one's teacher. Second, observing the behaviour and example of good people. The third source applies when neither one's education nor example exemplary conduct is known. In this case, "atmatusti" is the source of dharma in Hinduism, that is the good person reflects and follows what satisfies his heart, his own inner feeling, what he feels driven to.

Dharma, life stages and social stratification

Some texts of Hinduism outline dharma for society and at the individual level. Of these, the most cited one is Manusmriti, which describes the four Varnas, their rights and duties. Most texts of Hinduism, however, discuss dharma with no mention of Varna (caste). Other dharma texts and Smritis differ from Manusmriti on the nature and structure of Varnas. Yet, other texts question the very existence of varna. Bhrigu, in the Epics, for example, presents the theory that dharma does not require any varnas. In practice, medieval India is widely believed to be a socially stratified society, with each social strata inheriting a profession and being endogamous. Varna was not absolute in Hindu dharma; individuals had the right to renounce and leave their Varna, as well as their asramas of life, in search of moksa. While neither Manusmriti nor succeeding Smritis of Hinduism ever use the word varnadharma (that is, the dharma of varnas), or varnasramadharma (that is, the dharma of varnas and asramas), the scholarly commentary on Manusmriti use these words, and thus associate dharma with varna system of India. In 6th-century India, even Buddhist kings called themselves "protectors of varnasramadharma" – that is, dharma of varna and asramas of life.

At the individual level, some texts of Hinduism outline four āśramas, or stages of life as individual's dharma. These are: (1) brahmacārya, the life of preparation as a student, (2) gṛhastha, the life of the householder with family and other social roles, (3) vānprastha or aranyaka, the life of the forest-dweller, transitioning from worldly occupations to reflection and renunciation, and (4) sannyāsa, the life of giving away all property, becoming a recluse and devotion to moksa, spiritual matters. Patrick Olivelle suggests that "ashramas represented life choices rather than sequential steps in the life of a single individual" and the vanaprastha stage was added before renunciation over time, thus forming life stages.

The four stages of life complete the four human strivings in life, according to Hinduism. Dharma enables the individual to satisfy the striving for stability and order, a life that is lawful and harmonious, the striving to do the right thing, be good, be virtuous, earn religious merit, be helpful to others, interact successfully with society. The other three strivings are Artha – the striving for means of life such as food, shelter, power, security, material wealth, and so forth; Kama – the striving for sex, desire, pleasure, love, emotional fulfilment, and so forth; and Moksa – the striving for spiritual meaning, liberation from life-rebirth cycle, self-realisation in this life, and so forth. The four stages are neither independent nor exclusionary in Hindu dharma.

Dharma and poverty

Dharma being necessary for individual and society, is dependent on poverty and prosperity in a society, according to Hindu dharma scriptures. For example, according to Adam Bowles, Shatapatha Brahmana 11.1.6.24 links social prosperity and dharma through water. Waters come from rains, it claims; when rains are abundant there is prosperity on the earth, and this prosperity enables people to follow Dharma – moral and lawful life. In times of distress, of drought, of poverty, everything suffers including relations between human beings and the human ability to live according to dharma.

In Rajadharmaparvan 91.34-8, the relationship between poverty and dharma reaches a full circle. A land with less moral and lawful life suffers distress, and as distress rises it causes more immoral and unlawful life, which further increases distress. Those in power must follow the raja dharma (that is, dharma of rulers), because this enables the society and the individual to follow dharma and achieve prosperity.

Dharma and law

The notion of dharma as duty or propriety is found in India's ancient legal and religious texts. Common examples of such use are pitri dharma (meaning a person's duty as a father), putra dharma (a person's duty as a son), raj dharma (a person's duty as a king) and so forth. In Hindu philosophy, justice, social harmony, and happiness requires that people live per dharma. The Dharmashastra is a record of these guidelines and rules. The available evidence suggest India once had a large collection of dharma related literature (sutras, shastras); four of the sutras survive and these are now referred to as Dharmasutras. Along with laws of Manu in Dharmasutras, exist parallel and different compendium of laws, such as the laws of Narada and other ancient scholars. These different and conflicting law books are neither exclusive, nor do they supersede other sources of dharma in Hinduism. These Dharmasutras include instructions on education of the young, their rites of passage, customs, religious rites and rituals, marital rights and obligations, death and ancestral rites, laws and administration of justice, crimes, punishments, rules and types of evidence, duties of a king, as well as morality.

Buddhism

Buddhism held the Hindu view of Dharma as "cosmic law", as in the working of Karma. The term Dharma (Pali: dhamma) later came to refer to the teachings of the Buddha (pariyatti); the practice (paṭipatti) of the Buddha's teachings is then comprehended as Dharma. In Buddhist philosophy, dhamma/dharma is also the term for "phenomena".

Buddha's teachings

For practising Buddhists, references to dharma (dhamma in Pali) particularly as "the dharma", generally means the teachings of the Buddha, commonly known throughout the East as Buddhadharma. It includes especially the discourses on the fundamental principles (such as the Four Noble Truths and the Noble Eightfold Path), as opposed to the parables and to the poems. The Buddha's teachings explain that in order to end suffering, dharma, or the right thoughts, understanding, actions and livelihood, should be cultivated.

The status of dharma is regarded variably by different Buddhist traditions. Some regard it as an ultimate truth, or as the fount of all things which lie beyond the "three realms" (Sanskrit: tridhatu) and the "wheel of becoming" (Sanskrit: bhavachakra). Others, who regard the Buddha as simply an enlightened human being, see the dharma as the essence of the "84,000 different aspects of the teaching" (Tibetan: chos-sgo brgyad-khri bzhi strong) that the Buddha gave to various types of people, based upon their individual propensities and capabilities.

Dharma refers not only to the sayings of the Buddha, but also to the later traditions of interpretation and addition that the various schools of Buddhism have developed to help explain and to expound upon the Buddha's teachings. For others still, they see the dharma as referring to the "truth", or the ultimate reality of "the way that things really are" (Tibetan: Chö).

The dharma is one of the Three Jewels of Buddhism in which practitioners of Buddhism seek refuge, or that upon which one relies for his or her lasting happiness. The Three Jewels of Buddhism are the Buddha, meaning the mind's perfection of enlightenment, the dharma, meaning the teachings and the methods of the Buddha, and the Sangha, meaning the community of practitioners who provide one another guidance and support.

Chan Buddhism

Dharma is employed in Chan Buddhism in a specific context in relation to transmission of authentic doctrine, understanding and bodhi; recognised in dharma transmission.

Theravada Buddhism

In Theravada Buddhism obtaining ultimate realisation of the dhamma is achieved in three phases; learning, practising and realising.

In Pali:

  1. Pariyatti – the learning of the theory of dharma as contained within the suttas of the Pali canon
  2. Patipatti – putting the theory into practice and
  3. Pativedha – when one penetrates the dharma or through experience realises the truth of it.

Jainism

The word dharma in Jainism is found in all its key texts. It has a contextual meaning and refers to a number of ideas. In the broadest sense, it means the teachings of the Jinas, or teachings of any competing spiritual school, a supreme path, socio-religious duty, and that which is the highest mangala (holy).

The Tattvartha Sutra, a major Jain text, mentions daśa dharma (lit.'ten dharmas') with referring to ten righteous virtues: forbearance, modesty, straightforwardness, purity, truthfulness, self-restraint, austerity, renunciation, non-attachment, and celibacy. Ācārya Amṛtacandra, author of the Jain text, Puruṣārthasiddhyupāya writes:

A right believer should constantly meditate on virtues of dharma, like supreme modesty, in order to protect the Self from all contrary dispositions. He should also cover up the shortcomings of others.

— Puruṣārthasiddhyupāya (27)

Dharmāstikāya

The term dharmāstikāya (Sanskrit: धर्मास्तिकाय) also has a specific ontological and soteriological meaning in Jainism, as a part of its theory of six dravya (substance or a reality). In the Jain tradition, existence consists of jīva (soul, ātman) and ajīva (non-soul, anātman), the latter consisting of five categories: inert non-sentient atomic matter (pudgalāstikāya), space (ākāśa), time (kāla), principle of motion (dharmāstikāya), and principle of rest (adharmāstikāya). The use of the term dharmāstikāya to mean motion and to refer to an ontological sub-category is peculiar to Jainism, and not found in the metaphysics of Buddhism and various schools of Hinduism.

Sikhism

Sikhism

For Sikhs, the word dharam (Punjabi: ਧਰਮ, romanized: dharam) means the path of righteousness and proper religious practice. Guru Granth Sahib connotes dharma as duty and moral values. The 3HO movement in Western culture, which has incorporated certain Sikh beliefs, defines Sikh Dharma broadly as all that constitutes religion, moral duty and way of life.

In Sangam literature

Several works of the Sangam and post-Sangam period, many of which are of Hindu or Jain origin, emphasizes on dharma. Most of these texts are based on aṟam, the Tamil term for dharma. The ancient Tamil moral text of the Tirukkuṟaḷ or Kural, a text probably of Jain or Hindu origin, despite being a collection of aphoristic teachings on dharma (aram), artha (porul), and kama (inpam), is completely and exclusively based on aṟam. The Naladiyar, a Jain text of the post-Sangam period, follows a similar pattern as that of the Kural in emphasizing aṟam or dharma.

Dharma in symbols

The original Lion Capital of Ashoka, from Sarnath. It originally supported a large dharmachakra (the earliest symbol of the Dharma) on the top (which has been reconstructed here).
The wheel in the centre of India's flag symbolises Ashoka's dhamma.

The importance of dharma to Indian civilization is illustrated by India's decision in 1947 to include the Ashoka Chakra, a depiction of the dharmachakra (the "wheel of dharma"), as the central motif on its flag.

Saturday, June 21, 2025

Intellectual courage

From Wikipedia, the free encyclopedia

Intellectual courage falls under the philosophical family of intellectual virtues, which stem from a person's doxastic logic.

Broadly differentiated from physical courage, intellectual courage refers to the cognitive risks strongly tied with a person's personality traits and willpower—their quality of mind. Branches include: Intellectual humility, Intellectual responsibility, Intellectual honesty, Intellectual perseverance, Intellectual empathy, Intellectual integrity, and Intellectual fair-mindedness.

Under various definitions, intellectual courage is present in everyone, and is often dependent on its context and/or situation. Classical philosophers such as Socrates, Plato, and Aristotle have studied and observed the importance of this virtue, so as to understand and grasp the impacts of intellectual courage on the human mind.

Different interpretations of intellectual courage have developed, largely influenced by the writings of philosophers, changes in culture, and shifts in societal norms.

The opposite of achieving intellectual courage is referred to as intellectual arrogance.

Definitions

Intellectual courage aligns a person's actions with their rational beliefs. On a daily basis, many emotions such as fear and desire influence decisions. The degree to which a person is able to control or give in to such emotions, determines the strength of their intellectual courage.

A concise interpretation of intellectual courage is:

Intellectual courage may be defined as having a consciousness of the need to face and fairly address ideas, beliefs or viewpoints toward which one has strong negative emotions and to which one has not given a serious hearing. Intellectual courage is connected to the recognition that ideas that society considers dangerous or absurd are sometimes rationally justified (in whole or in part). Conclusions and beliefs inculcated in people are sometimes false or misleading. To determine for oneself what makes sense, one must not passively and uncritically accept what one has learned. Intellectual courage comes into play here because there is some truth in some ideas considered dangerous and absurd, and distortion or falsity in some ideas held strongly by social groups to which we belong. People need courage to be fair-minded thinkers in these circumstances. The penalties for nonconformity can be severe.

— Richard Paul & Linda Elder

There are many other interpretations of intellectual courage.

A common interpretation is to conceptualise intellectual courage as a component in the family of courage, together with social courage, physical courage, moral courage, and philosophical courage.

Intellectual courage is a "character strength", along with other personality aspects such as self-generated curiosity and open-mindedness.

The development of intellectual courage is iterative, stemming from the ongoing influence of one's social surroundings and environment. This helps explain the varying degrees of intellectual courage present in each person.

Manifestation

Virtues have been a topic of philosophy since ancient times. Aristotle examined intellectual virtues as a separate category in The Nicomachean Ethics.

Religions such as Buddhism have their own perspective on specific virtues, and what classifies as a virtue.

Courage does not always take form in its physical and common connotation, but also in its cognitive form, being an attribute that one can possess, as a "courageous thinker". Intellectual courage is also widely used to describe political situations, such as the quality of someone who maintains a reasonable position in the face of political or popular pressure. The demonstration of intellectual courage in this sense can sometimes be valued in leaders.

Intellectual courage comes into play in more ordinary circumstances as well, whenever a person needs to use unclouded reasoning to choose between alternatives for which there are competing ethical, logical, reasonable, and self-interested arguments in their favor.

A person's intellectual courage depends on their self-reliance.

Teachings of intellectual courage

Intellectual courage is an underappreciated element of personal growth. Many philosophical writers have identified the need for instruction in the intellectual virtues, such as intellectual courage, as part of liberal education.

Intellectual courage encourages life-long learning. However much childhood education fails to endow students with intellectual virtues. Students can become high achievers in school by memorising and taking notes religiously, without learning how to reason well. S.N. Nordby encourages the integration of training in intellectual courage into education—"when done with parity, it can keep disciplines from becoming insular and reduce the number of echo chambers in academia."

Intellectual courage is a trait of a "disciplined mind" that also exhibits intellectual integrity, intellectual humility, intellectual sense of justice, intellectual perseverance, intellectual fair-mindedness, intellectual confidence in reason, intellectual empathy, and intellectual autonomy. A person with this collection of traits will achieve higher critical skills, higher quality of thought, and a higher order of thinking.

An opposite of intellectual courage is intellectual arrogance. It may arise from taking in "superficially absorbed content" such as that found in "shallow coverage" education. This hinders open-mindedness towards new and unconventional problems, and it also hinders the willingness to take risks in new ventures. This encourages the student to stay within the boundaries of norms and safety nets, allowing very little room for growth.

Aristotle, author of Eudemian Ethics

History in Greek philosophy

Philosophers such as Aristotle, Plato, and Socrates touched upon intellectual courage by means of their discussions of the intellectual virtues.

Aristotle examined virtues such as intellectual courage in his Eudemian Ethics and Nicomachean Ethics. Aristotle defines courage as the virtue that occupies a mean between cowardice and recklessness.

Although initially discussing the physical and literal conception of courage, Aristotle does not exclude it from other possible senses. He discusses moral and intellectual virtues separately, in harmony with his assertion that deliberate human actions result from the combination of desire (which is influenced by moral virtues) with reason (which is influenced by intellectual virtues). The act of displaying intellectual courage in this sense, would be to maintain one's reasonable conclusions in the face of fear that tempts one to change one's mind. This sort of courage is costly and effortful.

Plato and Aristotle, ancient Greek philosophers on intellectual virtues

Plato also extensively discussed the virtue of courage, including intellectual courage. Plato went as far as to "single out courage for special treatment". He compared a shortfall of intellectual courage to a "weakness of will".

Prior to Socrates, there were predominantly two conventional interpretations of courage in Ancient Greece: The first was heroic courage, with the "greatest literary representatives" being ancient heroes such as Achilles, Diomedes, and Hector. The second defined courage as "the willingness of the citizen-soldier to stand and fight in the battle line".

Courage was defined entirely in terms of physical courage early on; the introduction of intellectual courage came much later, where it was used to describe the thoughts of warriors.

Role in mathematical creativity

Intellectual courage in the domain of mathematics concerns the relationship between a person's intellectual courage and their mathematical creativity.

Academic privilege is not the only factor that contributes to the minds of mathematically talented students. This is seen from the process and the emotional investment that is put into practice.

While personal traits such as curiosity, passion, and drive have been widely discussed as additional contributing factors, intellectual courage also plays a crucial role in the success of mathematicians.

Intellectual courage, in this perspective, has four key drivers: persistence, self-confidence, insight, and motivation.

If these drivers co-exist, intellectual courage comes into play when an individual experiences a situation that couples risk and the uncertainty of a finish line. It means to take the risk of committing significant time and resource to something that may lead to nothing.

Being aware that this investment of effort may or may not pay off, and accepting that their efforts may go unrewarded, is what mathematicians describe as taking a leap with intellectual courage.

Dunning–Kruger effect

From Wikipedia, the free encyclopedia
Graph showing the difference between self-perceived and actual performance
Relation between average self-perceived performance and average actual performance on a college exam. The red area shows the tendency of low performers to overestimate their abilities. Nevertheless, low performers' self-assessment is lower than that of high performers.

The Dunning–Kruger effect is a cognitive bias in which people with limited competence in a particular domain overestimate their abilities. It was first described by the psychologists David Dunning and Justin Kruger in 1999. Some researchers also include the opposite effect for high performers: their tendency to underestimate their skills. In popular culture, the Dunning–Kruger effect is often misunderstood as a claim about general overconfidence of people with low intelligence instead of specific overconfidence of people unskilled at a particular task.

Numerous similar studies have been done. The Dunning–Kruger effect is usually measured by comparing self-assessment with objective performance. For example, participants may take a quiz and estimate their performance afterward, which is then compared to their actual results. The original study focused on logical reasoning, grammar, and social skills. Other studies have been conducted across a wide range of tasks. They include skills from fields such as business, politics, medicine, driving, aviation, spatial memory, examinations in school, and literacy.

There is disagreement about the causes of the Dunning–Kruger effect. According to the metacognitive explanation, poor performers misjudge their abilities because they fail to recognize the qualitative difference between their performances and the performances of others. The statistical model explains the empirical findings as a statistical effect in combination with the general tendency to think that one is better than average. Some proponents of this view hold that the Dunning–Kruger effect is mostly a statistical artifact. The rational model holds that overly positive prior beliefs about one's skills are the source of false self-assessment. Another explanation claims that self-assessment is more difficult and error-prone for low performers because many of them have very similar skill levels.

There is also disagreement about where the effect applies and about how strong it is, as well as about its practical consequences. Inaccurate self-assessment could potentially lead people to making bad decisions, such as choosing a career for which they are unfit, or engaging in dangerous behavior. It may also inhibit people from addressing their shortcomings to improve themselves. Critics argue that such an effect would have much more dire consequences than what is observed.

Definition

The Dunning–Kruger effect is defined as the tendency of people with low ability in a specific area to give overly positive assessments of this ability. This is often seen as a cognitive bias, i.e. as a systematic tendency to engage in erroneous forms of thinking and judging. In the case of the Dunning–Kruger effect, this applies mainly to people with low skill in a specific area trying to evaluate their competence within this area. The systematic error concerns their tendency to greatly overestimate their competence, i.e. to see themselves as more skilled than they are.

The Dunning–Kruger effect is usually defined specifically for the self-assessments of people with a low level of competence. But some theorists do not restrict it to the bias of people with low skill, also discussing the reverse effect, i.e., the tendency of highly skilled people to underestimate their abilities relative to the abilities of others. In this case, the source of the error may not be the self-assessment of one's skills, but an overly positive assessment of the skills of others. This phenomenon can be understood as a form of the false-consensus effect, i.e., the tendency to "overestimate the extent to which other people share one's beliefs, attitudes, and behaviours".

Not knowing the scope of your own ignorance is part of the human condition. The problem with it is we see it in other people, and we don't see it in ourselves. The first rule of the Dunning–Kruger club is you don't know you're a member of the Dunning–Kruger club.

Some researchers include a metacognitive component in their definition. In this view, the Dunning–Kruger effect is the thesis that those who are incompetent in a given area tend to be ignorant of their incompetence, i.e., they lack the metacognitive ability to become aware of their incompetence. This definition lends itself to a simple explanation of the effect: incompetence often includes being unable to tell the difference between competence and incompetence. For this reason, it is difficult for the incompetent to recognize their incompetence. This is sometimes termed the "dual-burden" account, since low performers are affected by two burdens: they lack a skill and they are unaware of this deficiency. Other definitions focus on the tendency to overestimate one's ability and see the relation to metacognition as a possible explanation that is not part of the definition. This contrast is relevant since the metacognitive explanation is controversial. Many criticisms of the Dunning–Kruger effect target this explanation but accept the empirical findings that low performers tend to overestimate their skills.

Among laypeople, the Dunning–Kruger effect is often misunderstood as the claim that people with low intelligence are more confident in their knowledge and skills than people with high intelligence. According to psychologist Robert D. McIntosh and his colleagues, it is sometimes understood in popular culture as the claim that "stupid people are too stupid to know they are stupid". But the Dunning–Kruger effect applies not to intelligence in general but to skills in specific tasks. Nor does it claim that people lacking a given skill are as confident as high performers. Rather, low performers overestimate themselves but their confidence level is still below that of high performers.

Measurement, analysis, and investigated tasks

Performance in relation to peer group
Performance in relation to number of correct responses
Performance at an exam with 45 questions, measured first in relation to the peer group (top) and then in relation to the number of questions answered correctly (bottom). The diagram shows the average performance of the groups corresponding to each quartile.

The most common approach to measuring the Dunning–Kruger effect is to compare self-assessment with objective performance. The self-assessment is sometimes called subjective ability in contrast to the objective ability corresponding to the actual performance. The self-assessment may be done before or after the performance. If done afterward, the participants receive no independent clues during the performance as to how well they did. Thus, if the activity involves answering quiz questions, no feedback is given as to whether a given answer was correct. The measurement of the subjective and the objective abilities can be in absolute or relative terms. When done in absolute terms, self-assessment and performance are measured according to objective standards, e.g. concerning how many quiz questions were answered correctly. When done in relative terms, the results are compared with a peer group. In this case, participants are asked to assess their performances in relation to the other participants, for example in the form of estimating the percentage of peers they outperformed. The Dunning–Kruger effect is present in both cases, but tends to be significantly more pronounced when done in relative terms. This means that people are usually more accurate when predicting their raw score than when assessing how well they did relative to their peer group.

The main point of interest for researchers is usually the correlation between subjective and objective ability. To provide a simplified form of analysis of the measurements, objective performances are often divided into four groups. They start from the bottom quartile of low performers and proceed to the top quartile of high performers. The strongest effect is seen for the participants in the bottom quartile, who tend to see themselves as being part of the top two quartiles when measured in relative terms.

The initial study by David Dunning and Justin Kruger examined the performance and self-assessment of undergraduate students in inductive, deductive, and abductive logical reasoning; English grammar; and appreciation of humor. Across four studies, the research indicates that the participants who scored in the bottom quartile overestimated their test performance and their abilities. Their test scores placed them in the 12th percentile, but they ranked themselves in the 62nd percentile. Other studies focus on how a person's self-view causes inaccurate self-assessments. Some studies indicate that the extent of the inaccuracy depends on the type of task and can be improved by becoming a better performer.

Overall, the Dunning–Kruger effect has been studied across a wide range of tasks, in aviation, business, debating, chess, driving, literacy, medicine, politics, spatial memory, and other fields. Many studies focus on students—for example, how they assess their performance after an exam. In some cases, these studies gather and compare data from different countries. Studies are often done in laboratories; the effect has also been examined in other settings. Examples include assessing hunters' knowledge of firearms and large Internet surveys.

Explanations

Various theorists have tried to provide models to explain the Dunning–Kruger effect's underlying causes. The original explanation by Dunning and Kruger holds that a lack of metacognitive abilities is responsible. This interpretation is not universally accepted, and many alternative explanations are discussed in the academic literature. Some of them focus only on one specific factor, while others see a combination of various factors as the cause.

Metacognitive

The metacognitive explanation rests on the idea that part of acquiring a skill consists in learning to distinguish between good and bad performances of the skill. It assumes that people of low skill level are unable to properly assess their performance because they have not yet acquired the discriminatory ability to do so. This leads them to believe that they are better than they actually are because they do not see the qualitative difference between their performance and that of others. In this regard, they lack the metacognitive ability to recognize their incompetence. This model has also been called the "dual-burden account" or the "double-burden of incompetence", since the burden of regular incompetence is paired with the burden of metacognitive incompetence. The metacognitive lack may hinder some people from becoming better by hiding their flaws from them. This can then be used to explain how self-confidence is sometimes higher for unskilled people than for people with an average skill: only the latter are aware of their flaws.

Some attempts have been made to measure metacognitive abilities directly to examine this hypothesis. Some findings suggest that poor performers have reduced metacognitive sensitivity, but it is not clear that its extent is sufficient to explain the Dunning–Kruger effect. Another study concluded that unskilled people lack information but that their metacognitive processes have the same quality as those of skilled people. An indirect argument for the metacognitive model is based on the observation that training people in logical reasoning helps them make more accurate self-assessments. Many criticisms of the metacognitive model hold that it has insufficient empirical evidence and that alternative models offer a better explanation.

Statistical and better-than-average effect

Individual data points
Group averages
Simulated data of the relation between subjective (self-assessed) and objective IQ. The upper diagram shows the individual data points and the lower one shows the averages of the different IQ groups. This simulation is based only on the statistical effect known as the regression toward the mean together with the better-than-average effect. Proponents of the statistical explanation use it to support their claim that these two factors are sufficient to explain the Dunning–Kruger effect.

A different interpretation is further removed from the psychological level and sees the Dunning–Kruger effect as mainly a statistical artifact. It is based on the idea that the statistical effect known as regression toward the mean explains the empirical findings. This effect happens when two variables are not perfectly correlated: if one picks a sample that has an extreme value for one variable, it tends to show a less extreme value for the other variable. For the Dunning–Kruger effect, the two variables are actual performance and self-assessed performance. If a person with low actual performance is selected, their self-assessed performance tends to be higher.

Most researchers acknowledge that regression toward the mean is a relevant statistical effect that must be taken into account when interpreting the empirical findings. This can be achieved by various methods. Some theorists, like Gilles Gignac and Marcin Zajenkowski, go further and argue that regression toward the mean in combination with other cognitive biases, like the better-than-average effect, can explain most of the empirical findings. This type of explanation is sometimes called "noise plus bias".

According to the better-than-average effect, people generally tend to rate their abilities, attributes, and personality traits as better than average. For example, the average IQ is 100, but people on average think their IQ is 115. The better-than-average effect differs from the Dunning–Kruger effect since it does not track how the overly positive outlook relates to skill. The Dunning–Kruger effect, on the other hand, focuses on how this type of misjudgment happens for poor performers. When the better-than-average effect is paired with regression toward the mean, it shows a similar tendency. This way, it can explain both that unskilled people greatly overestimate their competence and that the reverse effect for highly skilled people is much less pronounced. This can be shown using simulated experiments that have almost the same correlation between objective and self-assessed ability as actual experiments.

Some critics of this model have argued that it can explain the Dunning–Kruger effect only when assessing one's ability relative to one's peer group. But it may not be able to explain self-assessment relative to an objective standard. A further objection claims that seeing the Dunning–Kruger effect as a regression toward the mean is only a form of relabeling the problem and does not explain what mechanism causes the regression.

Based on statistical considerations, Nuhfer et al. arrive at the conclusion that there is no strong tendency to overly positive self-assessment and that the label "unskilled and unaware of it" applies only to few people. Science communicator Jonathan Jarry makes the case that this effect is the only one shown in the original and subsequent papers. Dunning has defended his findings, writing that purely statistical explanations often fail to consider key scholarly findings while adding that self-misjudgements are real regardless of their underlying cause.

Rational

The rational model of the Dunning–Kruger effect explains the observed regression toward the mean not as a statistical artifact but as the result of prior beliefs. If low performers expect to perform well, this can cause them to give an overly positive self-assessment. This model uses a psychological interpretation that differs from the metacognitive explanation. It holds that the error is caused by overly positive prior beliefs and not by the inability to correctly assess oneself. For example, after answering a ten-question quiz, a low performer with only four correct answers may believe they got two questions right and five questions wrong, while they are unsure about the remaining three. Because of their positive prior beliefs, they will automatically assume that they got these three remaining questions right and thereby overestimate their performance.

Distribution of high and low performers

Another model sees the way high and low performers are distributed as the source of erroneous self-assessment. It is based on the assumption that many low performers' skill levels are very similar, i.e., that "many people [are] piled up at the bottom rungs of skill level". This would make it much more difficult for them to accurately assess their skills in relation to their peers. According to this model, the reason for the increased tendency to give false self-assessments is not a lack of metacognitive ability but a more challenging situation in which this ability is applied. One criticism of this interpretation is directed against the assumption that this type of distribution of skill levels can always be used as an explanation. While it can be found in various fields where the Dunning–Kruger effect has been researched, it is not present in all of them. Another criticism holds that this model can explain the Dunning–Kruger effect only when the self-assessment is measured relative to one's peer group. But it may fail when it is measured relative to absolute standards.

Lack of incentive

A further explanation, sometimes given by theorists with an economic background, focuses on the fact that participants in the corresponding studies lack incentive to give accurate self-assessments. In such cases, intellectual laziness or a desire to look good to the experimenter may motivate participants to give overly positive self-assessments. For this reason, some studies were conducted with additional incentives to be accurate. One study gave participants a monetary reward based on how accurate their self-assessments were. These studies failed to show any significant increase in accuracy for the incentive group in contrast to the control group.

Practical significance

There are disagreements about the Dunning–Kruger effect's magnitude and practical consequences as compared to other psychological effects. Claims about its significance often focus on how it causes affected people to make decisions that have bad outcomes for them or others. For example, according to Gilles E. Gignac and Marcin Zajenkowski, it can have long-term consequences by leading poor performers into careers for which they are unfit. High performers underestimating their skills, though, may forgo viable career opportunities matching their skills in favor of less promising ones that are below their skill level. In other cases, the wrong decisions can also have short-term effects. For example, Pavel et al. hold that overconfidence can lead pilots to operate a new aircraft for which they lack adequate training or to engage in flight maneuvers that exceed their proficiency.

Emergency medicine is another area where the correct assessment of one's skills and the risks of treatment matters. According to Lisa TenEyck, the tendencies of physicians in training to be overconfident must be considered to ensure the appropriate degree of supervision and feedback. Schlösser et al. hold that the Dunning–Kruger effect can also negatively affect economic activities. This is the case, for example, when the price of a good, such as a used car, is lowered by the buyers' uncertainty about its quality. An overconfident buyer unaware of their lack of knowledge may be willing to pay a much higher price because they do not take into account all the potential flaws and risks relevant to the price.

Another implication concerns fields in which researchers rely on people's self-assessments to evaluate their skills. This is common, for example, in vocational counseling or to estimate students' and professionals' information literacy skills. According to Khalid Mahmood, the Dunning–Kruger effect indicates that such self-assessments often do not correspond to the underlying skills. It implies that they are unreliable as a method for gathering this type of data. Regardless of the field in question, the metacognitive ignorance often linked to the Dunning–Kruger effect may inhibit low performers from improving themselves. Since they are unaware of many of their flaws, they may have little motivation to address and overcome them.

Not all accounts of the Dunning–Kruger effect focus on its negative sides. Some also concentrate on its positive sides, e.g. that ignorance is sometimes bliss. In this sense, optimism can lead people to experience their situation more positively, and overconfidence may help them achieve even unrealistic goals. To distinguish the negative from the positive sides, two important phases have been suggested to be relevant for realizing a goal: preparatory planning and the execution of the plan. According to Dunning, overconfidence may be beneficial in the execution phase by increasing motivation and energy. However it can be detrimental in the planning phase since the agent may ignore bad odds, take unnecessary risks, or fail to prepare for contingencies. For example, being overconfident may be advantageous for a general on the day of battle because of the additional inspiration passed on to his troops. But it can be disadvantageous in the weeks before by ignoring the need for reserve troops or additional protective gear.

Historical precursors of the Dunning–Kruger effect were expressed by theorists such as Charles Darwin ("Ignorance more frequently begets confidence than does knowledge") and Bertrand Russell ("...in the modern world the stupid are cocksure while the intelligent are full of doubt"). In 2000, Kruger and Dunning were awarded the satirical Ig Nobel Prize in recognition of the scientific work recorded in "their modest report".

Introduction to M-theory

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