I don't know whether there is a good way to both (a) make the points you want to make about improving philosophy education and (b) make the stronger reading unlikely.
Yes; hopefully I can do better in my next post.
if you couldn't have your whole mega-course, ...what one or two concrete course offerings would you want to see in every philosophy program?
One course I'd want in every philosophy curriculum would be something like "The Science of Changing Your Mind," based on the more epistemically-focused stuff that CFAR is learning how to teach to people. This course offering doesn't exist yet, but if it did then it would be a course which has people drill the particular skills involved in Not Fooling Oneself. You know, teachable rationality skills: be specific, avoid motivated cognition, get curious, etc. — but after we've figured out how to teach these things effectively, and aren't just guessing at which exercises might be effective. (Why this? Because Philosophy Needs to Trust Your Rationality Even Though It Shouldn't.)
Though it doesn't yet exist, if such a course sounds as helpful to you as it does to me, then you could of course try to work with CFAR and other interested parties to try to develop such a course. CFAR is already working with Nobel laureate Saul Perlmutter at Berkeley to develop some kind of course on rationality, though I don't have the details. I know CFAR president Julia Galef is particularly passionate about the relevance of trainable rationality skills to successful philosophical practice.
What about courses that could e.g. be run from existing textbooks? It is difficult to suggest entry-level courses that would be useful. Aaronson's course Philosophy and Theoretical Computer Science could be good, but it seems to require significant background in computability and complexity theory.
One candidate might be a course in probability theory and its implications for philosophy of science — the kind of material covered in the early chapters of Koller & Friedman (2009) and then Howson & Urbach (2005) (or, more briefly, Yudwkosky 2005).
Another candidate would be a course on experimental philosophy, perhaps expanding on Alexander (2012).
Though it doesn't yet exist, if such a course sounds as helpful to you as it does to me, then you could of course try to work with CFAR and other interested parties to try to develop such a course.
I am interested. Should I contact Julia directly or is there something else I should do in order to get involved?
Also, since you mention Alexander's book, let me make a shameless plug here: Justin Sytsma and I just finished a draft of our own introduction to experimental philosophy, which is under contract with Broadview and should be in print in the next year or so.
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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