There seems to be a lot of other high school students on this site lately. If you like this stuff, you may also like the International Baccalaureate class Theory of Knowledge, which you can often take as an elective even if you’re not an IB student.
As a 2001 IB Diploma Graduate, I have to disagree very strongly with this advice (unless the curriculum for the Theory of Knowledge course has changed substantially over the last 15 years).
I remember taking this course and being immensely frustrated by how almost every discussion was obviously just disagreement about semantics. This completely killed my interest in epistemology and philosophy, it was only when I read the “Human’s Guide to Words” sequence several years later that I realized there were people who were thinking seriously about these issues without getting into pointless discussions about whether items are rubes or bleggs.
Courses in mainstream philosophy that get stuck on confusion about the meaning of words have the effect of turning rigorous thinkers away from thinking about philosophical questions. As for myself, if it hadn’t been for reading Overcoming Bias years later, the IB course on Theory of Knowledge could have permanently killed my interest in epistemology.
It’s been better than that so far (first few weeks). We haven’t argued much over meanings of things yet.
The one disappointment is that I get really defensive every time we discuss whether doing whatever empathy tells you to do is moral, because that’s half of the argument that says autistics are evil mass murderers (not actually the position of anyone in the class), and I get mildly annoyed when people mischaracterize utilitarianism or have clearly never heard of it before. (The situation in which all the available options are rule-violating and you choose the utility-maximizing one is different from the situation in which all the high-utility options are rule-violating, and you violate the rules and then choose a low-utility action.)
As a 2001 IB Diploma Graduate, I have to disagree very strongly with this advice (unless the curriculum for the Theory of Knowledge course has changed substantially over the last 15 years).
I remember taking this course and being immensely frustrated by how almost every discussion was obviously just disagreement about semantics. This completely killed my interest in epistemology and philosophy, it was only when I read the “Human’s Guide to Words” sequence several years later that I realized there were people who were thinking seriously about these issues without getting into pointless discussions about whether items are rubes or bleggs.
Courses in mainstream philosophy that get stuck on confusion about the meaning of words have the effect of turning rigorous thinkers away from thinking about philosophical questions. As for myself, if it hadn’t been for reading Overcoming Bias years later, the IB course on Theory of Knowledge could have permanently killed my interest in epistemology.
It’s been better than that so far (first few weeks). We haven’t argued much over meanings of things yet.
The one disappointment is that I get really defensive every time we discuss whether doing whatever empathy tells you to do is moral, because that’s half of the argument that says autistics are evil mass murderers (not actually the position of anyone in the class), and I get mildly annoyed when people mischaracterize utilitarianism or have clearly never heard of it before. (The situation in which all the available options are rule-violating and you choose the utility-maximizing one is different from the situation in which all the high-utility options are rule-violating, and you violate the rules and then choose a low-utility action.)