O'Really?

March 11, 2026

TITLES ARE TINSEL!

It’s easy to be impressed by people’s titles. From the Chief of this, to the Director of that and from the President of this, to the Leader of that or the Head of whatever and Manager of so-and-so or Founder of an organisation: Titles tell you something about the person that holds them. In the UK we have more than our fair share of extraordinarily grandiose and pompous titles, some of which have been in the news recently, often for the wrong reasons:

  • Lord Mandelson (formerly “Prince of Darkness”), now Peter Mountbatten-Darkness
  • Knight Commander of the Most Excellent Order of the British Empire, to give its full name (KBE)
    • Commander of the British Empire: what’s left of it (CBE)
    • Order of the British Empire: what’s left of it (OBE),
    • Member of the British Empire: what’s left of it (MBE)
  • Sir, not like “Yes Sir” in school or “SIR, YES SIR!” in the military but:
  • Kings and Queens from a medieval history like:
  • Other Fairy Tale Titles from Feudalism like:
    • The Duke (of Cambridge) William Mountbatten-Windsor #NotMyDuke
    • The Duchess (of Edinburgh) Sophie Mountbatten-Windsor #NotMyDuchess
    • The Princess (of Wales) Catherine Mountbatten-Windsor #NotMyPrincess
    • The Prince (of Entitlement) Andrew Mountbatten-Windsor, this is less of a fairy tale and more of a horror story for anyone who associated with the disgraced collaborator of convicted sex offender Jeffrey Epstein. Formerly the Prince of York, he’s now simply known as the Prince of Power, Corruption & Lies and definitely #NotMyPrince

Universities everywhere are stuffed full of people with fancy sounding titles too: ProfessorsChancellorsMastersFellowsDoctorsProctors, Bachelors, Presidents, DeansPrincipalsRectorsWardens and so on. Churches love to lord it over us too with their Archbishops, Bishops, Deacons, Priests, Canons and Vicars etc. In many organisations you’ll find plenty of Associate do-da’s, Assistant so-and-so’s, Deputy what-nots, Senior thingamajigs and Vice bla-blas.

Titles, titles everywhere! Some hard earned, some inherited, some awarded, some bought. Some meritocratic, some theocratic, some democratic, some aristocratic. While there are many good and legitimate reasons for using titles, they aren’t always used with honourable intentions. I’m thinking of scenarios like:

  • Don’t you know who I am?”
  • We’re not on first name terms yet
  • You must use my titles when addressing me…”

Titles can be dehumanising for both addresser and addressee. When titles are stripped from their holder, it is a good reminder that we shouldn’t be too enamoured by them in the first place, especially when they carry lots of baggage. The weightier the titles, the more cumbersome they can be.

Titles have a tendency to put people on a pedestal, which they inevitably fall off at some point. Shelley puts it better:

According to Percy Bysshe Shelley “Titles are tinsel, power a corruptor, glory a bubble, and excessive wealth, a libel on its possessor” [1] Public domain image of a portrait of the romantic poet Percy Bysshe Shelley by Alfred Clint via the UK National Portrait Gallery in London on Wikimedia Commons w.wiki/p3h

So, titles are tinsel because we’re all human, decorated or otherwise. Maybe you like a bit of tinsel on your Christmas tree, who doesn’t, but a tree is still a tree – with or without the fancy decorations. So the next time you’re impressed by somebody’s title, remember that the titled, en-titled, un-titled, de-titled, re-titled and stripped of their titles, are all just people with very human flaws which might otherwise be obscured by the decorative titles we give them.

We should treat people with respect, not because of their titles, but because they are human.

References

  1. Shelley, Percy Bysshe (1812) “Declaration of Rights.” In The Prose Works of Percy Bysshe Shelley, Volume 1, edited by E. B. Murray. Romantic Poetry; Oxford University Press. DOI:10.1093/actrade/9780198127482.book.1

You can cite this page using the Digital Object Identifier provided by rogue-scholar.org either the long DOI:10.59350/1fs12-2z824 or the shorter doi.org/qvd8, both of which point to the same thing.

Cover Stars of February 2026 editions of Private Eye Magazine № 1669 www.private-eye.co.uk/covers/cover-1669 (left) and № 1668 www.private-eye.co.uk/covers/cover-1668 (right) with two former Princes, The Prince of York (left) and of The Prince of Darkness (right)

February 24, 2021

Join us to discuss teaching social responsibility and justice in Computer Science on Monday 1st March at 2pm GMT

Scales of justice icon made by monkik from flaticon.com

With great power comes great responsibility. [1] Given their growing power in the twenty-first century, computer scientists have a duty to society to use that power responsibly and justly. How can we teach this kind of social responsibility and ethics to engineering students? Join us to discuss teaching social justice in computer science via a paper by Rodrigo Ferreira and Moshe Vardi at Rice University in Houston, Texas published in the sigcse2021.sigcse.org conference [2]. From the abstract of the preprint:

As ethical questions around the development of contemporary computer technologies have become an increasing point of public and political concern, computer science departments in universities around the world have placed renewed emphasis on tech ethics undergraduate classes as a means to educate students on the large scale social implications of their actions. Committed to the idea that tech ethics is an essential part of the undergraduate computer science educational curriculum, at Rice University this year we piloted a redesigned version of our Ethics and Accountability in Computer Science class. This effort represents our first attempt at implementing a “deep” tech ethics approach to the course.

Incorporating elements from philosophy of technology, critical media theory, and science and technology studies, we encouraged students to learn not only ethics in a “shallow” sense, examining abstract principles or values to determine right and wrong, but rather looking at a series of “deeper” questions more closely related to present issues of social justice and relying on a structural understanding of these problems to develop potential socio-technical solutions. In this article, we report on our implementation of this redesigned approach. We describe in detail the rationale and strategy for implementing this approach, present key elements of the redesigned syllabus, and discuss final student reflections and course evaluations. To conclude, we examine course achievements, limitations, and lessons learned toward the future, particularly in regard to the number escalating social protests and issues involving Covid-19.

This paper got me thinking:

Houston, we’ve had your problem!

After paging the authors in Houston with the message above there was initial radio silence.

Beep - beep - beep [white noise] Beep - beep - beep...

Hello Manchester, this is Houston, Can we join you?

So we’re delighted to be joined LIVE by the authors of the paper Rodrigo Ferreira and Moshe Vardi from Houston, Texas. They’ll give a lightning talk outlining the paper before we discuss it together in smaller break out groups.

Their paper describes a problem everyone in the world has had in teaching ethics in Computer Science recently. How can we make computing more ethical?

All welcome. As usual, we’ll be meeting on zoom, see sigcse.cs.manchester.ac.uk/join-us for details.

References

  1. Spider-Man (1962) https://en.wikipedia.org/wiki/With_great_power_comes_great_responsibility
  2. Rodrigo Ferreira and Moshe Vardi (2021) Deep Tech Ethics An Approach to Teaching Social Justice in Computer Science in Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (SIGCSE ’21), March 13–20, 2021, Virtual Event, USA. ACM, New York, NY, USA. DOI:10.1145/3408877.3432449
  3. Jack Swigert (1970) https://en.wikipedia.org/wiki/Houston,_we_have_a_problem

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