A tale of two analogues: learning at a distance from the ancient greeks and maya and the problem of deciphering extraterrestrial radio transmissions

Abstract

The transmission of ancient Greek learning and science to medieval western Europe via the translation of Greek and Arab texts is often cited as a terrestrial example of “learning at a distance” that could occur by means of the decipherment of radio messages from advanced extraterrestrial civilizations. However, the translation between such closely related languages as Greek, Latin and Arabic and the decipherment of radio messages from an extraterrestrial civilization to the point where humans could understand them are only nominally analogous tasks. A terrestrial example of such “learning at a distance” from an ancient civilization that perhaps better prepares us for thinking about the immense task inherent in any interstellar knowledge transmission is provided by the lengthy and troubled efforts of western scholars to decipher the inscriptions left by the ancient Maya and to learn from them about this ancient civilization. Only recently, with the rejection of the ideographic fallacy that Maya glyphs symbolized ideas directly without the mediation of language and with the application of linguistic knowledge of Maya languages has it been possible to decipher the Maya inscriptions and learn from them about their science and culture. This experience suggests that without any knowledge of languages in which extraterrestrial messages might be composed, their decipherment could be most problematic. The Maya case is also relevant to the common suggestion that advanced extraterrestrials would deliberately compose messages not in their own natural languages but in artificial ones using logic, numbers, and scientific constants presumably shared among all intelligent civilizations, or at least those in their radio-communicative phases. Numbers and calendrical dating system were the first parts of the Mayan inscriptions to be translated, albeit with the aid of partial “Rosetta stones” left by the Spanish conquerors. This success served, however, to reinforce the ideographic fallacy, and led to rather fantastic notions that the inscriptions dealt only with mathematical, astronomical and mystical domains, when in fact most deal with dynastic history. Examination of the Maya case suggests that if we are to employ terrestrial examples to help us think about extraterrestrial knowledge transmission, we should explore the range of human experience and not just focus upon those examples which support our hopes.