So, here’s a way of reframing this question: which societies enabled coexistence and collaboration between people with divergent social styles, rather than imposing a dominant social style? Such social pluralism is very important indeed.
Which human societies, past or present, come closest to your ideal of how we should live together?
— Keith Frankish (@keithfrankish) January 15, 2021
More from pete wolfendale
This is what happens when you train neural networks largely on tone and its stylistic relics. They pick up formal features of arguments (not so much fallacies as tics) that have almost nothing to do with semantic content (focus on connotation over implication).
This is a secular problem in the discipline. It's got nothing to do with the Analytic/Continental split in the anglophone world. They've both got the same ramifying signal/noise problem, it's just that the styles (tics and connotations) are different in each pedagogical context.
And this is before we start talking about tone policing and topic policing, which are both rife and essentially make the peer review journal system completely unfit for purpose, populated as it is by a random sampling of pedants selecting for syntactic noise over semantic signal.
We've allowed a system of self-reinforcing and ratcheting filters to evolve that effectively *fuzzes* our contribution to the growth of human knowledge (https://t.co/VmW15pGt7J), because it selects for properties only loosely related to those we claim to want. Let that sink in.
This is literally the opposite of what a filter is supposed to do: extract signal from noise, syntactic compression that preserves semantic content. Instead we are awash in syntactic artifacts optimised for minimal criticisable content and maximal pedantic posturing.
This is what happens when you let philosophers try to write about real life. This ridiculous, game-playing, feigned innocence. Journals have been full of this for years, this elaborate performance of *doing philosophy* and saying nothing. I cannot adequately express my contempt pic.twitter.com/ciDeWuEkET
— Jack (@jackeselbst) January 14, 2021
This is a secular problem in the discipline. It's got nothing to do with the Analytic/Continental split in the anglophone world. They've both got the same ramifying signal/noise problem, it's just that the styles (tics and connotations) are different in each pedagogical context.
And this is before we start talking about tone policing and topic policing, which are both rife and essentially make the peer review journal system completely unfit for purpose, populated as it is by a random sampling of pedants selecting for syntactic noise over semantic signal.
We've allowed a system of self-reinforcing and ratcheting filters to evolve that effectively *fuzzes* our contribution to the growth of human knowledge (https://t.co/VmW15pGt7J), because it selects for properties only loosely related to those we claim to want. Let that sink in.
This is literally the opposite of what a filter is supposed to do: extract signal from noise, syntactic compression that preserves semantic content. Instead we are awash in syntactic artifacts optimised for minimal criticisable content and maximal pedantic posturing.
More from Society
Brief thread to debunk the repeated claims we hear about transmission not happening 'within school walls', infection in school children being 'a reflection of infection from the community', and 'primary school children less likely to get infected and contribute to transmission'.
I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at
Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic
A few things to note:
1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.
We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at
The science shows us that most disease transmission does not happen in the walls of the school, but it comes in from the community. So, CDC is advocating to get our K-5 students back in school at least in a hybrid mode with universal mask wearing and 6 ft of distancing. https://t.co/dfvJ2nl2s4
— Rochelle Walensky, MD, MPH (@CDCDirector) February 14, 2021
Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic
A few things to note:
1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.
We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
