Talk:Précis of epistemology

This book is a translation of a french wikibook : Précis d'épistémologie. I'm currently translating the first chapter. Help would be welcome.

This page is an ideal place to welcome criticisms and suggestions.--Thierry Dugnolle (discuss • contribs) 14:46, 17 November 2015 (UTC)

The translation of the first version of this book is now finished. My intention is to improve it gradually. --Thierry Dugnolle (discuss • contribs) 07:34, 26 November 2015 (UTC)

capitalization
This wikibook should be properly titled as the Handbook of Epistemology (capitalized). Nicole Sharp (discuss • contribs) 13:23, 20 May 2017 (UTC)

Dunning-Kruger effect
I suppressed the added reference to the Dunning-Kruger effect because I don't think that a categorization of human beings between incompetent and competent ones is a useful categorization. If it is correctly interpreted, the Dunning-Kruger effect is obvious: we need to know to know that we don't know. To say such an obvious truth does not require that we categorize human beings between incompetent and competent ones. We are all both incompetent and competent. Any measure of competence is always biased. The one who thinks that he is competent decrees his own criteria of competence, but that does not prove that he is competent, and that those who do not satisfy his criteria are incompetent. --TD (discuss • contribs) 22:57, 4 May 2018 (UTC)

Introductory Conclusions
One thing noticed in these first pages is that there are many conclusions--conclusions about values--drawn for the reader without employing the principles the book intends to convey to the reader.

What 'good scientist' is, what science is meant to do, unflattering descriptions of 'elite scientists' through actions attributed to them.

By no means would I suggest that these conclusions are false or the reasoning that provided for them is invalid, only that they are placed onto the readers without providing them explanation, justification or example.

It's the kind of thing that frustrates children when they are dealing with adults: they are expected to do, stop, believe, accept and become with out being afforded good reasoning, even though there might be plenty of good reasoning to offer.

It's the difference between being told what to think and being given something to think about.

This reader, at least, finds it easier to appreciate the latter.

--Fax 2601:680:CB80:74F0:18C5:4FD3:56AA:CCBE (discuss) 05:26, 26 December 2020 (UTC)