I'm trying to think what I would do. I don't know how I'd go about creating the groundwork for the conversation or selecting the person with whom I would converse. But here's an outline of how I think the conversation might go.
Me: What do you believe about epistemology?
Them: I believe X.
Me: I believe that empiricism works, even if I don't know why it works. I believe that if something is useful that's sufficient to justify believing in it, at least up to the point where it stops being useful. This is because I think changing one's epistemology only makes sense if it's motivated by one's values since truth is not necessarily an end in itself.
I think X is problematic because it ignores Y and assumes Z. Z is a case of bad science, and most scientists don't Z.
What do you believe about morality?
Them: I believe A.
Me: I believe that morality is a guide to human behavior that seeks to discriminate between right and wrong behavior. However, I don't believe that a moral system is necessarily objective in the traditional sense. I think that morality has to do with individual values and desires since desires are the only form of inherently motivational facts and are thus the key link between epistemic truth and moral guidance. I think individuals should pursue their values, although I often get confused when those values contradict.
I sort of believe A, in that _. But I disagree with A because X.
What do you think philosophy is and ought to be, if anything?
Them: Q.
Me: Honestly, I don't know or particularly care about the definitions of words because I'm mainly only interested in things that achieve my values. But, I think that philosophy, whatever its specific definition, ought to be aimed towards the purpose of clarifying morality and epistemology because I think that would be a useful step towards achieving my individual values.
I sort of believe A, in that ___. But I disagree with A because X.
Based on the previous paragraphs, this should probably end with "because ~X."
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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