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These discussions on Friday led into a general debate over the term "public intellectual" itself, loosely moderated by Larry Friedman in the spare time available. Daniel Geary argued that Russell Jacoby's term may be essentially redundant, since the intellectual is necessarily a figure engaged in public rather than esoteric concerns. Alan Petigny disagreed, arguing that the adjective public serves a useful purpose in distinguishing the politically or socially active thinker from other kinds of scholars. Ben Wurgaft, on the other hand, suggested that it might be helpful not to think of the public intellectual as a figure so much as an event -- a certain kind of emergent public transformation.
"Thinking about these communities reminded me of Lovecraft’s earlier interactions. In some ways, amateur journalism and epistolary circles of Lovecraft’s day were not unlike the blogs and webpages that Less Wrong and the chemtrailers use. (Yes, I know the dangers of cross-temporal and cross-technological comparisons.) Still, I think there is much to explore about how such groups produce and distribute their knowledge against the background of an epistemic status quo. If scientists have their journals—as Alex Csiszar has been exploring—the laity have their amateur journalism and their blogs. And such spaces give historians of science and technology and STS scholars a chance to examine and probe the practices of epistemic subcultures."
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Historians know that early scientists were—and, indeed, prided themselves on being—amateurs. I am more interested in lay circles, like Lovecraft’s, that persist(ed) well after the professionalization of science and technology. Some scholars have already touched on this theme. The historian of technology, Susan Douglas, has noted the importance of amateurs in shaping the initial stages of technical change in objects such as radios. We can also think of Sophia Roosth’s work on garage science. Yet, much remains to be said about the perseverance of amateurism.
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Recently, I have been a great deal about two communities that have put forward idiosyncratic ideas about the world. Less Wrong claims to be “a community blog devoted to refining the art of human rationality.” Eliezer Yudkowsky, a proponent of the singularity, began the blog in 2009 and used it as a space to broadcast his views on, well, just about everything but primarily artificial intelligence, epistemology, and ethics. Yudkowsky and the Less Wrong community often base their speculations on ‘rationality’ on research in cognitive science, behavioral economics, and related disciplines. I’ve also been interested for some time in chemtrail conspiracy theorists, a community that is more decentralized. Chemtrailers believe that contrails, or lines of condensed water left in an aircraft’s wake, are in fact, um, chemtrails, chemicals sprayed into the atmosphere by the government or some other malignant group. Chemtrail theorists have carried out their own experiments to verify their intuitions. And they have become the scourge of those proposing research on geoengineering
People routinely develop their own theories to explain the world around them. These theories can be useful even when they contradict conventional technical wisdom. Based on in-depth interviews about home heating and thermostat setting behavior, the present study presents two theories people use to understand and adjust their thermostats. The two theories are here called the feedback theory and the valve theory. The valve theory is inconsistent with engineering knowledge, but is estimated to be held by 25% to 50% of Americans. Predictions of each of the theories are compared with the operations normally performed in home heat control. This comparison suggests that the valve theory may be highly functional in normal day-to-day use. Further data is needed on the ways this theory guides behavior in natural environments.
People feel they understand complex phenomena with far greater precision, coherence, and depth than they really do; they are subject to an illusion—an illusion of explanatory depth. The illusion is far stronger for explanatory knowledge than many other kinds of knowledge, such as that for facts, procedures or narratives. The illusion for explanatory knowledge is most robust where the environment supports real-time explanations with visible mechanisms. We demonstrate the illusion of depth with explanatory knowledge in Studies 1–6. Then we show differences in overconfidence about knowledge across different knowledge domains in Studies 7–10. Finally, we explore the mechanisms behind the initial confidence and behind overconfidence in Studies 11 and 12, and discuss the implications of our findings for the roles of intuitive theories in concepts and cognition.
The division of cognitive labor is fundamental to all cultures. Adults have a strong sense of how knowledge is clustered in the world around them and use that sense to access additional information, defer to relevant experts, and ground their own incomplete understandings. One prominent way of clustering knowledge is by disciplines similar to those that comprise the natural and social sciences. Seven studies explored an emerging sense of these discipline-based ways of clustering of knowledge. Even 5-year-olds could cluster knowledge in a manner roughly corresponding to the departments of natural and social sciences in a university, doing so without any explicit awareness of those academic disciplines. But this awareness is fragile early on and competes with other ways of clustering knowledge. Over the next few years, children come to see discipline-based clusters as having a privileged status, one that may be linked to increasingly sophisticated assumptions about essences for natural kinds. Possible mechanisms for this developmental shift are examined.
If folk science means individuals having well worked out mechanistic theories of the workings of the world, then it is not feasible. Laypeople’s explanatory understandings are remarkably coarse, full of gaps, and often full of inconsistencies. Even worse, most people overestimate their own understandings. Yet recent views suggest that formal scientists may not be so different. In spite of these limitations, science somehow works and its success offers hope for the feasibility of folk science as well. The success of science arises from the ways in which scientists learn to leverage understandings in other minds and to outsource explanatory work through sophisticated methods of deference and simplification of complex systems. Three studies ask whether analogous processes might be present not only in laypeople but also in young children and thereby form a foundation for supplementing explanatory understandings almost from the start of our first attempts to make sense of the world.
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