Hitherto the people attracted to philosophy have been mostly those who loved the big generalizations, which were all wrong, so that few people with exact minds have taken up the subject.
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!
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:
Russell & Norvig, Artificial Intelligence: A Modern Approach (3rd edition, 2009) — contains chapters which briefly introduce probability theory, probabilistic graphical models, computational decision theory and game theory, knowledge representation, machine learning, computational epistemology, and other useful subjects
Holyoak & Morrison (eds.), The Oxford Handbook of Thinking and Reasoning (2012) — contains chapters which briefly introduce the psychology of knowledge representation, concepts, categories, causal learning, explanation, argument, decision making, judgment heuristics, moral judgment, behavioral game theory, problem solving, creativity, and other useful subjects
Krane, Modern Physics (3rd edition, 2012) — includes a brief introduction to cosmology
(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 badthinkinghabits.
As Eliezer has argued, it would be greatly beneficial if science were kept secret. It would be wonderful if students had the opportunity to make scientific discoveries on their own, and being trained to think that way would greatly advance the rate of scientific progress. Making a scientific breakthrough would be something a practicing scientist would be used to, rather than something that happens once a generation, and so it would happen more reliably. Rather than having science textbooks, students could start with old (wrong) science textbooks or just looking at the world, and they'd have to make all their own mistakes along the way to see what making a breakthrough really involves.
This is how Philosophy is already taught! While many philosophers have opinions on what Philosophical questions have already been settled, they do not put forth their opinions straightforwardly to undergrads. Rather, students are expected to read the original works and figure out for themselves what's wrong with them.
For example, students might learn about the debate between Realism and Nominalism, and then be expected to write a paper about which one they think is correct (or neither). Sure, we could just tell them the entire debate was confused, but then we won't be training future philosophers in the same way we would like to train future scientists. The students should be able to work out for themselves what the problems were, so that they will be able to make philosophical breakthroughs in the future.
students might learn about the debate between Realism and Nominalism, and then be expected to write a paper about which one they think is correct (or neither). Sure, we could just tell them the entire debate was confused...
This would require a larger proportion of philosophy professors to admit that the debate is confused.
Yes, absolutely. As shminux points out below, it isn't practical to expect students to (re-)make real scientific discoveries during their training, but that doesn't mean that we can't game-ify scientific training using a simpler universe wherein novel discoveries are a lot closer at hand.
26Shmi
While a nice idea, it's hardly workable. There are roughly two types of science consumers: researchers and users. The users do not care what's under the hood, they just need working tools. Engineering is an example. Making them discover the Newton's laws instead of teaching how to apply them to design stable bridges is a waste of time. Researchers build new tools and so have to understand how and why the existing tools work. This is a time-consuming process as it is (20+ years if you count all education levels including grad studies). Making people stumble through all the standard dead ends, while instructive, will likely make it so much longer. The current compromise is teaching some history of science while teaching science proper.
[...]
Indeed. And look where it led. The whole discipline appears largely useless to the outsiders, who hardly care what misinformed opinion some genius held 1000 years ago.
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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