I myself am willing to go out on a limb and say paper 4 is possibly worth thinking about and not blatant trolling. I presume lukeprog wouldn't have a problem with a paper proposing an fMRI comparison study of atheist/theist Bach listeners. But one would first have to justify such an expense, no? Or at least formulate an hypothesis:
So what is the (appreciative) Christian experience of (great) religious music like? It is plausible to think that the following features are at least characteristic of it: (i) the sung text is taken to convey maximally deep and important truths about existence and the world — including, for example, truths about God, Christ, and the possibility of human salvation — and to convey them in a peculiarly powerful way; (ii) this power is registered, often or usually, in the emotional involvement that such works invite, so that listeners are stirred to feelings of, for example, wonder at the glory of God, gratitude for Christ’s sacrifice, or hope at the prospect of redemption; (iii) ‘emotional and spiritual succour’ is taken in the apprehension of these truths and the stirring of their attendant feelings; and (iv) this succour underwrites a very high valuation of the works which offer it.
I presume lukeprog wouldn't have a problem with a paper proposing an fMRI comparison study of atheist/theist Bach listeners.
I hope lukeprog would not give a paper credence just because it did sciencey stuff and maths. There is, after all, the famous dead fish study which, as it happens, used fMRI. We have already learned that there is a lot of junk science in medicine and in nutrition. So also in neuroscience.
Luke, how does the Dolan & Sharot book measure up by the standards of science as it should be done?
Part of the sequence: Rationality and Philosophy
Bertrand Russell
I've complained before that philosophy is a diseased discipline which spends far too much of its time debating definitions, ignoring relevant scientific results, and endlessly re-interpreting old dead guys who didn't know the slightest bit of 20th century science. Is that still the case?
You bet. There's some good philosophy out there, but much of it is bad enough to make CMU philosopher Clark Glymour suggest that on tight university budgets, philosophy departments could be defunded unless their work is useful to (cited by) scientists and engineers — just as his own work on causal Bayes nets is now widely used in artificial intelligence and other fields.
How did philosophy get this way? Russell's hypothesis is not too shabby. Check the syllabi of the undergraduate "intro to philosophy" classes at the world's top 5 U.S. philosophy departments — NYU, Rutgers, Princeton, Michigan Ann Arbor, and Harvard — and you'll find that they spend a lot of time with (1) old dead guys who were wrong about almost everything because they knew nothing of modern logic, probability theory, or science, and with (2) 20th century philosophers who were way too enamored with cogsci-ignorant armchair philosophy. (I say more about the reasons for philosophy's degenerate state here.)
As the CEO of a philosophy/math/compsci research institute, I think many philosophical problems are important. But the field of philosophy doesn't seem to be very good at answering them. What can we do?
Why, come up with better philosophical methods, of course!
Scientific methods have improved over time, and so can philosophical methods. Here is the first of my recommendations...
More Pearl and Kahneman, less Plato and Kant
Philosophical training should begin with the latest and greatest formal methods ("Pearl" for the probabilistic graphical models made famous in Pearl 1988), and the latest and greatest science ("Kahneman" for the science of human reasoning reviewed in Kahneman 2011). Beginning with Plato and Kant (and company), as most universities do today, both (1) filters for inexact thinkers, as Russell suggested, and (2) teaches people to have too much respect for failed philosophical methods that are out of touch with 20th century breakthroughs in math and science.
So, I recommend we teach young philosophy students:
(In other words: train philosophy students like they do at CMU, but even "more so.")
So, my own "intro to philosophy" mega-course might be guided by the following core readings:
(There are many prerequisites to these, of course. I think philosophy should be a Highly Advanced subject of study that requires lots of prior training in maths and the sciences, like string theory but hopefully more productive.)
Once students are equipped with some of the latest math and science, then let them tackle The Big Questions. I bet they'd get farther than those raised on Plato and Kant instead.
You might also let them read 20th century analytic philosophy at that point — hopefully their training will have inoculated them from picking up bad thinking habits.
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