[HN Gopher] Erotetics
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Erotetics
Author : pizza
Score : 42 points
Date : 2022-03-08 07:44 UTC (1 days ago)
(HTM) web link (en.wikipedia.org)
(TXT) w3m dump (en.wikipedia.org)
| ggm wrote:
| There are no bad questions but there are plenty of bad answers
| IncRnd wrote:
| That's a good point.
| k__ wrote:
| I would consider a question bad that is not explicit enough
| about what answer would actually be "good".
|
| But when learning new things, I'm often faced with the problem
| that asking the right questions isn't much different from
| already knowing the answer.
| tpoacher wrote:
| Are you just saying this because you're angry at your mother?
|
| (see? bad question)
| travisgriggs wrote:
| Can't help but think of this one:
|
| https://www.youtube.com/watch?v=RLt1HoAPniM
| RobertRoberts wrote:
| Passive aggressive questions intended to inflame a situation
| are bad. Especially so if the asker has no interest in a
| truthful (or any) answer.
| _kst_ wrote:
| Are they really?
|
| 8-)}
| RobertRoberts wrote:
| I wonder if this is a rhetorical question?
| drewcoo wrote:
| A question can smuggle in presuppositions. A question can
| clearly be asked in bad faith.
|
| "Did you stop beating your spouse yet?" is a bad question. So
| is "why do atheists hate god?"
| dublin wrote:
| Every question, and every answer carries with it a plethora
| of presuppositions. Cornelius van Til wrote some excellent
| works on presuppositions with respect to worldviews, but his
| work is much more easily understood by reading the works of
| Greg Bahnsen, a student of van Til's, who died at an early
| age about 25 years ago.
| gweinberg wrote:
| Yes, and a rhetorical question really isn;t a question at
| all, it's a statement disguised as one. If someone asks a
| question like "would you feel the same if the shoe were on
| the other foot?" and the reply is "as a matter of fact I
| would", you can be fairly confident the "questioner" would
| come back with "no you wouldn't".
| whyage wrote:
| I always wondered if there's a way to define the group of
| unanswerable questions. Specifically, is there some sort of test
| that can be applied to a question, resulting in whether or not it
| is answerable. This will likely have to be limited to a certain
| field (say, physics) but could be useful nonetheless.
| JadeNB wrote:
| This would run up against a standard halting-type reduction: if
| there is any unanswerable question Q, and you feed your test
| the question "A and Q?", then you will be testing whether A is
| true.
| FabHK wrote:
| Related (nice) word: supererogatory = more than what can be asked
| for, more than is required by duty. "In ethics, an act is
| supererogatory if it is good but not morally required to be
| done."
|
| https://en.wikipedia.org/wiki/Supererogation
| pontifier wrote:
| I noticed something along these lines when designing pages on a
| website that I'm working on.
|
| Each page is the answer to a question. If you don't define the
| question well, it's difficult to know what that page should show.
| WFHRenaissance wrote:
| SFW in case anyone was wondering
| afstr wrote:
| I was definitely wondering!
| belter wrote:
| Just a discussion about human intercourse...
|
| https://www.thefreedictionary.com/social+intercourse
| imhoguy wrote:
| I was almost expecting some new development teledildonics
| domain ;)
| amelius wrote:
| You probably confused this with erotic erotetics, i.e. the
| part of logic devoted to erotic questions.
| nonrandomstring wrote:
| The idea of an implicit dialogical contract is common to the
| ideas of Alfred Jules Ayer, Jurgen Habermas and Carl Rogers in
| addition to these "Erotetic" philosophers.
|
| An implicit question rides along with a speech act. Even ones
| like submitting post to HN. In this case it is:
|
| "Oh how interesting is Erotetics.. what might this imply for
| digital technologies of social or commercial value?"
|
| And the response might be:
|
| "Oh yes, I see there's an overlap with formal query languages
| (indeed structured ones (SQL)), so maybe we can learn to make
| better databases"
|
| OR
|
| "Hmm isn't it interesting that in machine learning the trainer
| knows both the question and the answer so; is the weight matrix
| essentially the proof that links the a-priori to the consequent?
| What can this tell us about building better neural nets"
|
| And still, these questions carry along with them implied
| questions of their own, perhaps to do with the study of language
| as branch of computing.
|
| Each participant "signs" (like a block-chain) their contribution
| not just with a response, but with an implicit expectation.
|
| Wouldn't it be a "fun" (and strange) world, if like that scene in
| Mr. Robot where everyone at the Allsafe office wears a label that
| sums up their life, if each comment also had a "Why I am saying
| this and what I expect in response" field.
| irrational wrote:
| >To teach someone something is to answer that person's questions
| about some subject matter.
|
| I wonder if this would be better said, "To teach someone
| something is to answer the questions that a person should have
| about some subject matter."
|
| I'm thinking about school children and I imagine most of them
| would claim they have no questions about the subject matter and
| can we please be finished now?
| JellyBeanThief wrote:
| My question then would be: can a disinterested school child be
| taught as well as an interested school child?
|
| Because if this is not so, then it seems to me that the first
| task of an effective teacher is not to plow ahead answering
| questions the student doesn't have (and may not even
| understand), but to provoke those questions in the student.
| dublin wrote:
| The art of teaching (or management, or any other kind of
| leadership) is not communicating information and directing
| activities, but instilling a curiosity, want, or _desire_ to
| learn and do. Once you do that, there 's no stopping an
| intelligent person from learning. (As Jordan Peterson (among
| others) correctly points out, though, there is a minimum
| human intelligence level required for that baseline
| curiosity, and alas, much of humanity doesn't reach that bar,
| especially in certain regions of the world...)
| beaconstudios wrote:
| That's the principle of constructivist teaching methods -
| you're not transferring information, you're helping the
| student construct a mental model. Thus, rather than just
| dumping info, you have to probe the student's model to see if
| they truly understand, and teach to the misunderstandings.
| kaycebasques wrote:
| > In proportion as a man is thinking scientifically when he makes
| a statement, he knows the statement is the answer to a question
| and he knows what the question is.
|
| Interesting way of looking at communication!
|
| I might be able to apply this to technical writing (my line of
| work). Sometimes you write some content and it feels out of place
| or awkward. Perhaps asking "what question is this statement an
| answer to?" might clarify what to do with the content.
|
| I also find it effective to sometimes literally start each
| paragraph with the question that the paragraph is answering. It
| helps keep the writing focused.
| maicro wrote:
| https://diataxis.fr (or the original of that page) was posted
| on HN recently, and I thought it was fairly interesting; I
| haven't had an opportunity to apply it to my own technical
| writing yet (I wear many hats, and "documentation writer"
| hasn't been needed recently), but I'm keeping it handy for when
| I do.
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