I thing the comments of fortyeridania, JonathanLivengood, Peterdjones and others have pretty much nailed matters, but here's my take:
This post is actually self-undermining. Roughly, it is an argument that a person's having a background in Pearl and Kahneman will lead to that person's being able to reason better than if s/he lacked the background, which is in fact (sorry to be blunt, but I think the balance of the comments support this) a quite poor specimen of an argument made by someone who has the background. There's no evidence that you would have done even worse without the background. So the post is itself some evidence for the falsity of what it claims.
What is the rational value of the abstracts and your one-liners? I understand the point in each case is that the paper is obviously worthless. But this is false: they are indeed obviously not obviously worthless, insofar as they are made by people who are likely almost as smart and well-read as you, and very likely aware of the kinds of criticims you make.
You seem to be conflating questions of philosophical pedagogy with questions of professional practice/methodology.
Concerning the former: can you give an example of a philosophical paper which is mistaken as a result of biases which reading Kahneman as an undergraduate might have prevented, and indicate the mistake? Can you give an example of a philosophical paper which is mistaken as a result of a knowledge gap which reading Pearl might have avoided (written since Pearl published)? Your claim would be strengthened, of course, if the latter example is from the considerable majority of philosophy not specifically about the problem of causation (otherwise you're getting everyone to read Pearl despite its being apparently relevant only to a small minority). In other words, can you give any empirical evidence at all for your view? (Please don't say simply that people who understand Kahneman won't rely on 'philosophical intuitions', as that's plainly false and misrepresents the nature of what dispute there is over intuitions in philosophy)
Concerning the latter: your link is to a paper recommending formal methods in epistemology. Sounds terrific! Does the point extend to other areas of philosophy? As CEO of a philosophy/math/compsci research institute, maybe you'd be willing to set the example by going first. Would be great to see a formal statement of your intended argument here, and even better, formal re-statements of your past posts on philosophical topics.
But this is false: they are indeed obviously not obviously worthless, insofar as they are made by people who are likely almost as smart and well-read as you, and very likely aware of the kinds of criticims you make.
The rest of your post is decent, but this made me scratch my head. What are you trying to say?
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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