Thank you for this reply.
I don't think Luke would disagree with this statement. The point of learning moral psychology, as I understand it, is not to adopt moral psychology as moral philosophy; it's to understand where moral intuitions come from. Luke doesn't want philosophers studying intuitionist moral philosophy, as I understand it, because it doesn't provide an accurate account of how people actually make moral decisions in practice.
Thank you for the clarification.
Where I still take issue is that even if we know, generally speaking, "how people actually make moral decisions in practice", or "where moral intuitions come from," that does not add up to what a philosophical study of ethics is supposed to give us, which is more like: what moral decisions people ought to make, or, how people's moral intuitions ought to be refined (through argumentation, say).
To put it another way, if study of ethics changes the way one makes moral decisions, then the ethically educated would act in an abnormal ethical practice. (If study does not change the way one makes moral decisions, it's not clear why it would matter at all how people are taught moral philosophy).
My understanding is that there is a standing agreement on LW not to discuss politics; see the Politics is the Mind-Killer sequence.
That is very interesting to know. But I don't understand your implication. I thought we were talking about a potential revision of the philosophical curriculum. Are you suggesting that mentioning that political theory is part of philosophy is against the 'agreement on LW' and so should not be discussed? Or that Luke has chosen not to bring up this aspect of philosophy so as to avoid bringing up politics?
Can you elaborate on what you mean by this? (I am not sure exactly what you mean by "a naturalized cognitivist worldview" or by "transpersonal phenomena.")
By 'naturalized cognitivist worldview' I mean the worldview that holds all the pertinent phenomena to be 'natural' in the sense of being discernable by physical sciences, with an emphasis on those phenomena that are part of cognitive systems. Often this comes with the idea that the most pertinent unit of analysis when studying society is the individual cognitive agent or internal processes therein.
I don't mean anything specific by 'transpersonal phenomena,' but I guess I'm trying to broadly indicate phenomena that are not bounded to an individual's cognitive apparatus. One such phenomena might be Kant's own idea of trancendental reason. Another could be Taylor's concept of the social imaginary).
Where I still take issue is that even if we know, generally speaking, "how people actually make moral decisions in practice", or "where moral intuitions come from," that does not add up to what a philosophical study of ethics is supposed to give us, which is more like: what moral decisions people ought to make, or, how people's moral intuitions ought to be refined (through argumentation, say).
I don't think Luke would disagree with this statement either. That's why the replacement for intuitionist moral philosophy isn't just moral psy...
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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