All is known in the Age of Omniscience, but no one knows everything. Most know nothing at all about a particular something, while, through diligence, a few have achieved true mastery. This mastery is not something that can be proclaimed; rather, it exists only when recognized. Expertise has its own gravitational force, attracting those to it who feel themselves irresistibly drawn to learn.
The master is never hermetic. Masters might choose to sequester themselves behind the filters of acolytes, ensuring only those whose needs can not be addressed by lesser talents make their way through. Masters can choose to declaim themselves openly, taking all comers with whatever talents they present. In either case, expertise is social and transactional, conferred more than inferred. You are not an expert until others say you are.
From the moment a master is recognized, they become visible both to those working toward their own expertise, and to all other masters. Our competitive instinct drives us in both situations: peer-group approval in any community of knowledge is principally engendered by the mastery of that knowledge. The more one knows, the higher one’s standing. Anyone engaged in ‘climbing the ladder’ within any community of knowledge tacitly acknowledges that they must both simultaneously learn from those who know more than they do, and demonstrate that knowledge to those who know less. Neglect either obligation, and they may find themselves failing in the eyes of the community, a process which becomes self-reinforcing, because opportunities both to learn and to teach are strongly correlated to status with the community of knowledge. To he who has much, more will be given.
The struggle never ends, nor even slows down, for ‘uneasy lies the head that wears the crown’. Those at the top see only those struggling from beneath to surpass them. The master must assist the able student, yet doing so sows the seeds of the master’s undoing. But the master can not use silence as a mechanism of control: the collapse of informational asymmetry in the age of hyperconnectivity means that the master can neither obfuscate nor slow the student’s progress: too much is known. The master can maintain a position of recognized expertise only in a dynamic pose, always moving, further and deeper, doing everything possible to stay ahead of the student — just as the student puts every effort into a chase of the master, both trapped within an unforgiving environment that continually selects for expertise.
Where does the master turn for help? Who is the master’s master? One person’s mastery is not another’s; both individuals will reflect a peculiar mastery drawn from their unique experience. Much will be held in common, but – because of talent, or accident, or predilection – each master stands alone. Yet each master will be aware of the other masters; this is one quality that defines a master. Distinct yet equal, the masters now find themselves forced to turn to one another, each possessing knowledge which all others need. Masters must share with other masters, just as they must share with students. If they do not, they will quickly be surpassed and forgotten, yet another example of someone who neglected to stay current.
Experts seek each other out, not just to revel in the camaraderie of a shared quest, but because only here can they find the necessary defenses against the assaults which come as the natural consequence of their position. There is a never-voiced element of desperation present when experts gather together, for they conspire in nothing more than self-preservation. Sharing what they know with their peers is the only possible path into continued survival.
Expectations are higher and pressures stronger at the top. Experts become obsessives in a defensive action that sees them forced into tight expert networks, unwilling and finally unable to rupture the bonds which tie them to their peers. Losing that connection would result in the loss of everything. Pressed into this corner, thought-leaders instinctively form ‘invisible colleges’, mystery schools of knowledge communities supporting mastery. Within these colleges the masters learn from one another while passing on the mysteries to those who follow, an uneasy steady-state of sharing and learning.
One must learn from others, and teach them, but any collection of the like minded will inevitably open to the third mode of being: exploring. Each contributes from what they know in an investigation of the unknown. The master has more experience to draw upon, but those who know less may be open to more: T.S. Kuhn’s Structure of Scientific Revolutions grounds its argument on this innocence of perspective. In each relationship – expert to expert, expert to student, student to student – each provides a component the other needs but lacks, a synergy which produces hyperintelligence, where ‘collective intelligence’ produces something greater than a mere addition of elements would allow for. It is not simply knowing more, but rather that the relations and connections create knowledge amplification.
In a network of hyperintelligence, those who know little learn much, quickly coming up to speed, while those who know much learn whom to turn to when they need to complement their capabilities. In the age of hyperconnectivity, the expert masters the connections to knowledge, working continuously with peers to constantly improve capabilities for the entire community of knowledge.
Such networks have long existed within universities, guilds and other forms of association. Now that these networks span the entire human race they have transcended the local and immediate to become permanent fixtures in our culture and the foundational elements in our new capabilities.
We need not fear the rise of the monolithic hivemind, dictating the subject and objects of consciousness. Hyperintelligence is dynamic, competitive and fractious, shaped by the competitive social pressures we possess as an inherent part of our primate heritage. Never singular, hyperintelligence looks like an amplified version of the ‘society of mind’ we carry around in our own heads.
During the last half billion seconds we created the necessary preconditions for the emergence of hyperintelligence. During the next half billion seconds, we are learning how to integrate our knowledge, our understanding, and our capabilities into these networks. We are learning how to be hyperintelligent.