Yes… there’s still some proofs in high school geometry, I believe, but no real explanation of what a proof is and why you should care, so I suspect it’s totally forgotten at the end of the year
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This. The significance and nature of proofs is not taught at school, and mostly not even understood by the teachers, because they don't understand the concept of epistemology.
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Right… and, unfortunately, I don’t think the MIT professors I had as a math undergraduate understood the issues involved at all well either. Anyway, were unwilling to discuss them!
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And then you ran into the
@rodneyabrooks and he irrevocably burned your brain because you had no epistemological defenses against his embodimentalism and you despaired and because a Buddhist1 reply 0 retweets 0 likes -
Replying to @Plinz @puellavulnerata and
Just for the historical record, Phil Agre and I got embodiment from Lucy Suchman and Hubert Dreyfus. Rod came to it independently at the same time (as did Leslie Kaelbling & Stan Rosenschein).
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Replying to @Meaningness @puellavulnerata and
When I read Dreyfus, I already had a strong epistemological filter in place, and was only parsing him as: what does he see that everybody else (Turing, Minsky, etc.) is missing? But to read him as primary indoctrination... OMG
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Replying to @Plinz @Meaningness and
How did you seed your epistemological filter?
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Replying to @skbpf @Meaningness and
Confidence in a belief must equal the weight of the evidence for that belief. This leads to understanding that information is epistemologically primary; to produce an observation means to create a change in information, and all observable changes can be produced by computation.
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Yes, I realize that it probably needs to be filled with a book. A number of books on the other side of the inferential chasm that separates us computationalists from you inhabitants of weird hypercomputational and metacomputational universes exist, but there needs to be a bridge.
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