STANDING ON THE SHOULDERS OF GIANTS

If I have seen further, it is by standing on the shoulders of giants.” — Isaac Newton

Human knowledge is cumulative, yet it rarely feels inherited. Each generation experiences its beliefs as obvious or self generated, forgetting that ideas are products of the intellectual environment into which people are born. What any individual considers rational, moral, or self evident is largely determined by the knowledge already accumulated before they arrive.

Collective learning is the uniquely human ability to store, transmit, and build upon information across generations. Language, writing, education, and now digital technology allow ideas to outlive individuals. No one begins thinking from scratch. Every concept, from mathematics to morality, rests on layers of prior discovery. Newton’s remark was not modesty but accuracy: progress occurs because thought is cumulative rather than individual.

This also means belief changes with time. Three thousand years ago, you would have believed that natural forces possessed agency and intention, because animism provided the most coherent explanation available. Two hundred years ago, you would have believed that illness spread through miasma or “bad air,” because germ theory had not yet reshaped medicine. Ideas that now appear irrational once represented the best interpretations supported by existing knowledge.

The same mechanism operates today. People often assume their views result from independent reasoning, particularly when they see themselves as rational or enlightened. In reality, thought is constrained by the zeitgeist, the background framework of assumptions, technologies, and shared knowledge that defines what seems plausible at a given moment. Collective learning does not simply add facts; it reshapes what humans are capable of imagining.

Science therefore is not a sequence of sudden genius breakthroughs but an accumulation of corrections. Each generation inherits explanations, tests them against new evidence, and modifies them. Knowledge advances not because individuals think freely from nothing, but because humanity remembers. #collectivelearning #isaacnewton #standingontheshouldersofgiants #zeitgeist

Rebecca Sylvia

I am a Londoner with over 30 years of experience teaching psychology at A-Level, IB, and undergraduate levels. Throughout my career, I’ve taught in more than 40 establishments across the UK and internationally, including Spain, Lithuania, and Cyprus. My teaching has been consistently recognised for its high success rates, and I’ve also worked as a consultant in education, supporting institutions in delivering exceptional psychology programmes.

I’ve written various psychology materials and articles, focusing on making complex concepts accessible to students and educators. In addition to teaching, I’ve published peer-reviewed research in the field of eating disorders.

My career began after earning a degree in Psychology and a master’s in Cognitive Neuroscience. Over the years, I’ve combined my academic foundation with hands-on teaching and leadership roles, including serving as Head of Social Sciences.

Outside of my professional life, I have two children and enjoy a variety of interests, including skiing, hiking, playing backgammon, and podcasting. These pursuits keep me curious, active, and grounded—qualities I bring into my teaching and consultancy work. My personal and professional goals include inspiring curiosity about human behaviour, supporting educators, and helping students achieve their full potential.

https://psychstory.co.uk
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THE SOCIAL CONSTRUCTION OF MADNESS