I agree that’s an interesting and important question. If we’re looking for vaguely applicable academic terms for what’s being taught, ‘philosophy, mathematics and science’ is a better fit than ‘logic and science’, since it’s not completely obvious to me that traditional logic is very important to what we want to teach to the general public. A lot of the stuff it’s being proposed we teach is still poorly understood, and a lot of the well-understood stuff was not well-understood a hundred years ago, or even 50 years ago, or even 25 years ago. So history is a weak guide here; Enlightenment reformers shared a lot of our ideals but very little of our content.
‘philosophy, mathematics and science’ is a better fit than ‘logic and science’
I don’t agree. You want to teach philosophy as rationality? There are a great deal of different philosophies, which one will you teach? Or you’ll teach history of philosophy? Or meta-philosophy (which very quickly becomes yet-another-philosophy-in-the-long-list-of-those-which-tried-to-be-meta)?
And I really don’t see what math has to do with this at all. If anything, statistics is going to be more useful than math because statistics is basically a toolbox for dealing with uncertainty and that’s the really important part.
Philosophy includes epistemology, which is kind of important to epistemic ratioanlity.
Various philosophies include different approaches to epistemology. Which one do you want to teach?
I agree that philosophy can be a toolbox, but so can pretty much any field of human study—from physics to literary criticism. And here we’re talking about teaching rationality, not about the virtues of a comprehensive education.
I agree that’s an interesting and important question. If we’re looking for vaguely applicable academic terms for what’s being taught, ‘philosophy, mathematics and science’ is a better fit than ‘logic and science’, since it’s not completely obvious to me that traditional logic is very important to what we want to teach to the general public. A lot of the stuff it’s being proposed we teach is still poorly understood, and a lot of the well-understood stuff was not well-understood a hundred years ago, or even 50 years ago, or even 25 years ago. So history is a weak guide here; Enlightenment reformers shared a lot of our ideals but very little of our content.
I don’t agree. You want to teach philosophy as rationality? There are a great deal of different philosophies, which one will you teach? Or you’ll teach history of philosophy? Or meta-philosophy (which very quickly becomes yet-another-philosophy-in-the-long-list-of-those-which-tried-to-be-meta)?
And I really don’t see what math has to do with this at all. If anything, statistics is going to be more useful than math because statistics is basically a toolbox for dealing with uncertainty and that’s the really important part.
Philosophy includes epistemology, which is kind of important to epistemic ratioanlity.
Philosophy is a toolbox as well as a set of doctrines.
Various philosophies include different approaches to epistemology. Which one do you want to teach?
I agree that philosophy can be a toolbox, but so can pretty much any field of human study—from physics to literary criticism. And here we’re talking about teaching rationality, not about the virtues of a comprehensive education.