First of all, thanks for putting so much time and thought into your reply. Your class plan is well thought out and interesting, but I think you and I are standing on opposite sides of a substantial inferential revine. So far as I could tell, you answer to my two questions were the following:
1) What would it mean to save the world? To bring about, however incrementally, my vision for the world.
2) What does it mean to live a fulfilling life? To get what one wants.
These two answers seems to place very great confidence in my (or my students) vision for the world, and my (or my students) desires. I take it, however, that one of the more serious philosophical questions we should be discussing is what our vision for the world should be, and what we should want. So by saying you don't want to persuade me to adopt your own vision for the world, etc. it seems to me you skipped the most important part of the question. That's exactly what I'd need to know in order to structure a course well.
Otherwise, if I teach my students to be more effective at getting what they want and bringing about their vision, while what they want is harmful and their vision is terrible, then I'll be doing them and everyone else a great deal of harm.
1) What would it mean to save the world? To bring about, however incrementally, my vision for the world.
That's not the meaning of 'save the world.' I just took it for granted that the preservation of human-like things would probably be part of your vision.
2) What does it mean to live a fulfilling life? To get what one wants.
Better: To get what one would most want, given perfect knowledge, computational capacities, and reasoning skills. (At least, this would be closer to the optimally fulfilling life.)
...These two answers seems to place very great con
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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