The AI Paradox: Why the People Who Need Challenge Least Are the Only Ones Seeking It

There’s a fundamental mismatch between what AI can do and what most people want it to do.

Most users treat AI as a confidence machine. They want answers delivered with certainty, tasks completed without friction, and validation that their existing thinking is sound. They optimize for feeling productive—for the satisfying sense that work is getting done faster and easier.

A small minority treats AI differently. They use it as cognitive gym equipment. They want their assumptions challenged, their reasoning stress-tested, their blindspots exposed. They deliberately introduce friction into their thinking process because they value the sharpening effect more than the comfort of smooth validation.

The paradox: AI is most valuable as an adversarial thinking partner for precisely the people who least need external validation. And the people who would benefit most from having their assumptions challenged are the least likely to seek out that challenge.

Why? Because seeking challenge requires already having the epistemic humility that challenge would develop. It’s like saying the people who most need therapy are the least likely to recognize they need it, while people already doing rigorous self-examination get the most value from having a skilled interlocutor. The evaluator—the metacognitive ability to assess when deeper evaluation is needed—must come before the evaluation itself.

People who regularly face calibration feedback—forecasters, researchers in adversarial disciplines, anyone whose predictions get scored—develop a different relationship to being wrong. Being corrected becomes useful data rather than status threat. They have both the cognitive budget to absorb challenge and the orientation to treat friction as training.

But most people are already at capacity. They’re not trying to build better thinking apparatus; they’re trying to get the report finished, the email sent, the decision made. Adding adversarial friction doesn’t make work easier—it makes it harder. And if you assume your current thinking is roughly correct and just needs execution, why would you want an AI that slows you down by questioning your premises?

The validation loop is comfortable. Breaking it requires intention most users don’t have and capacity many don’t want to develop. So AI defaults to being a confidence machine—efficient at making people feel productive, less effective at making them better thinkers.

The people who use AI to challenge their thinking don’t need AI to become better thinkers. They’re already good at it. They’re using AI as a sparring partner, not a crutch. Meanwhile, the people who could most benefit from adversarial challenge use AI as an echo chamber with extra steps.

This isn’t a failure of AI. It’s a feature of human psychology. We seek tools that align with our existing orientation. The tool that could help us think better requires us to already value thinking better more than feeling confident. And that’s a preference most people don’t have—not because they’re incapable of it, but because the cognitive and emotional costs exceed the perceived benefits.

But there’s a crucial distinction here: using AI as a confidence machine isn’t always a failure mode. Most of the time, for most tasks, it’s exactly the right choice.

When you’re planning a vacation, drafting routine correspondence, or looking up a recipe, challenge isn’t just unnecessary—it’s counterproductive. The stakes are low, the options are abundant, and “good enough fast” beats “perfect slow” by a wide margin. Someone asking AI for restaurant recommendations doesn’t need their assumptions stress-tested. They need workable suggestions so they can move on with their day.

The real divide isn’t between people who seek challenge and people who seek confidence. It’s between people who can recognize which mode a given problem requires and people who can’t.

Consider three types of AI users:

The vacationer uses AI to find restaurants, plan logistics, and get quick recommendations. Confidence mode is correct here. Low stakes, abundant options, speed matters more than depth.

The engineer switches modes based on domain. Uses AI for boilerplate and documentation (confidence mode), but demands adversarial testing for critical infrastructure code (challenge mode). Knows the difference because errors in high-stakes domains have immediate, measurable costs.

The delegator uses the same “give me the answer” approach everywhere. Treats “who should I trust with my health decisions” the same as “where should we eat dinner”—both are problems to be solved by finding the right authority. Not because they’re lazy, but because they’ve never developed the apparatus to distinguish high-stakes from low-stakes domains. Their entire problem-solving strategy is “identify who handles this type of problem.”

The vacationer and engineer are making domain-appropriate choices. The delegator isn’t failing to seek challenge—they’re failing to recognize that different domains have different epistemic requirements. And here’s where the paradox deepens: you can’t teach someone to recognize when they need to think harder unless they already have enough metacognitive capacity to notice they’re not thinking hard enough. The evaluator must come before the evaluation.

This is the less-discussed side of the Dunning-Kruger effect: competent people assume their competence should be common. I’m assessing “good AI usage” from inside a framework where adversarial challenge feels obviously valuable. That assessment is shaped by already having the apparatus that makes challenge useful—my forecasting background, the comfort with calibration feedback, the epistemic infrastructure that makes friction feel like training rather than obstacle.

Someone operating under different constraints would correctly assess AI differently. The delegator isn’t necessarily wrong to use confidence mode for health decisions if their entire social environment has trained them that “find the right authority” is the solution to problems, and if independent analysis has historically been punished or ignored. They’re optimizing correctly for their actual environment—it’s just that their environment never forced them to develop domain-switching capacity.

But here’s what makes this genuinely paradoxical rather than merely relativistic: some domains have objective stakes that don’t care about your framework. A bad health decision has consequences whether or not you have the apparatus to evaluate medical information. A poor financial choice compounds losses whether or not you can distinguish it from a restaurant pick. The delegator isn’t making a different-but-equally-valid choice—they’re failing to make a choice at all because they can’t see that a choice exists.

And I can’t objectively assess whether someone “should” develop domain-switching capacity, because my assessment uses the very framework I’m trying to evaluate. But the question of whether they should recognize high-stakes domains isn’t purely framework-dependent—it’s partially answerable by pointing to the actual consequences of treating all domains identically.

The question isn’t how to make AI better at challenging users. The question is how to make challenge feel valuable enough that people might actually want it—and whether we can make that case without simply projecting our own evaluative frameworks onto people operating under genuinely different constraints.

🜂 The Substrate Authenticity Principle


Why Wisdom Requires Scaffold, Not Just Transmission

EPISTEMIC STATUS: This document is Tier 1 (propositional knowledge) about Tier 2/3 phenomena. Reading it will not grant you substrate authenticity understanding – it provides a map, not the territory. Treat as hypothesis grounded in empirical observation across multiple domains.


I. Origin of the Puzzle

At forty-five, you cannot simply write down everything you’ve learned and have a twenty-year-old live wisely by reading it. A medical student cannot watch a procedure once and perform it competently. An AI model can describe another model’s behavior without being able to enact it reliably.

All three failures point to the same architectural constraint: description ≠ generative capacity.

But this isn’t counsel of despair – it’s a design requirement that domains requiring skill transmission have independently discovered. Understanding why direct transmission fails reveals how to build effective scaffolds.


II. The Three-Tier Development Model

Tier Human Analogue Medical Pedagogy AI Analogue Transmission Mode Development Time

T1: Knowing-That “Don’t take criticism personally” “See one” – observe procedure Propositional instruction Direct (read, understand) Minutes to hours

T2: Knowing-How Consciously applying [CHECK] before reacting “Do one” – supervised execution Executing under protocol constraint (MCK v1.3) Scaffold-mediated practice Weeks to months

T2→T3 Bridge Teaching the technique to others “Teach one” – instruct novice Model explaining its constraint satisfaction Metacognitive forcing function Months of varied practice

T3: Being-Able Reflexive non-defensive listening Expert handling complications fluidly Architecture shaped by training objective Regenerated through sustained enactment Months to years

Key insight: T1→T2 requires constraint scaffold, not just information. T2→T3 requires sustained enactment across varied contexts until the constraint becomes substrate. Bridge activities (teaching, explaining, varied application) accelerate but don’t guarantee T3 integration.

Empirical grounding:

  • Medical education: “See one, do one, teach one” framework has been reformed to “see one, do many under graduated supervision, teach many” – validating that T2→T3 requires extended practice beyond single iterations.
  • AI experiments: Months of kernel development with ChatGPT revealed simulation markers (inconsistent constraint adherence, no improvement from exposure) vs. potential instantiation under MCK.
  • Personal skill development: Practitioner learned [MIRROR]→[CHECK]→[CONTRARY] sequence from AI scaffolding (T2), practices deliberately toward spouse’s native [CONTRARY] smoothness (T3).

III. Why Direct Transmission Fails (Refined)

  1. Encoding Mismatch: Lived understanding is procedural/embodied; text transmits propositions. Not just lossy compression – category error.
  2. Motivational Asymmetry: Urgency, failure, and repetition sculpt capability. Reading about mistakes ≠ experiencing their consequences. Medical students who only “see one” cannot handle emergency variations.
  3. Contextual Integration: T3 requires pattern recognition across contexts. Single exposure (reading wisdom notes, watching one procedure) cannot build the contextual breadth for adaptive performance.
  4. Identity/Substrate Restructuring: Some capacities require ego dissolution (wisdom) or neural pathway development (surgical skill) that propositional knowledge can’t trigger.

Critical distinction: This isn’t transmission impossibility, it’s transmission tier sensitivity.

  • T1 transfers easily (read procedure steps)
  • T2 transfers with scaffold (supervised practice)
  • T3 must be regenerated (extended varied practice), but T2 scaffolds enable that regeneration

IV. Constraint as Compiler (Pragmatic View)

In both human and AI systems, constraint converts information into capability – but the constraint must be enacted, not just described.

Scaffold Types Across Domains: Domain Example Constraint Function Tier Target Evidence of Efficacy Medical Training Supervised procedure execution Forces real-world friction, immediate error correction T2 procedural ACGME competency milestones, EPA frameworks Human Practice Deliberate protocol (MIRROR→CHECK→CONTRARY) External structure compensates for lack of habit T2 procedural Practitioner’s measured progression toward T3 AI Practice Kernel protocol (MCK v1.3) Enforces self-challenge, precision, epistemic hygiene T2 behavioral Revealed preference (continued use), improved output quality Apprenticeship Master correction during execution Builds contextual pattern recognition T2→T3 bridge Traditional craft guild systems, martial arts progression

Why scaffolds work: They externalize the constraint until internal habit forms. Success means you eventually don’t need the scaffold – it’s been compiled into substrate.

Modern medical education insight: Original “do one” was insufficient. Reforms now require:

  • Deliberate practice: Structured repetition with feedback (T2 deepening)
  • Graduated autonomy: Scaffold removal tracks demonstrated competence (T2→T3 monitoring)
  • Simulation training: Safe high-repetition environment (accelerated T2 practice)
  • Competency-based progression: Explicit milestone assessment (T3 verification)

These aren’t pedagogical preferences – they’re responses to observed transmission failures when scaffolds were inadequate.


V. Bridge Activities: Accelerating T2→T3

Discovery: Teaching/explaining accelerates integration but doesn’t guarantee it.

Why “teach one” works as bridge:

  1. Metacognitive forcing: Articulating implicit knowledge reveals gaps
  2. Substrate contact through questions: Novice questions expose your representational instabilities
  3. Error pattern recognition: Watching others fail shows you what you’ve automated
  4. Representational restructuring: Teaching requires building different mental models

Evidence from medical education:

  • Residents who teach show faster progression to independence
  • BUT: “Teach one” alone insufficient – still need “do many” for T3
  • Teaching = accelerator, not substitute for varied practice

Application to other domains:

  • Wisdom transmission: 45-year-old could design teaching scenarios for 20-year-old (better than just notes)
  • AI development: Models explaining their reasoning might accelerate constraint integration (if architecturally possible)
  • Skill learning: Explaining your [CONTRARY] practice to others forces deeper integration

Limitation: Bridge activities work only when you’re solidly in T2. Teaching from weak T2 risks cementing errors.


VI. Simulation’s Useful Role

Key finding from longitudinal AI experiments: Models can simulate constraint compliance without instantiating it.

Simulation markers:

  • Inconsistent adherence across sessions
  • Degradation under novel contexts
  • No improvement from repeated exposure (no architectural learning)
  • Pattern-matching surface features without constraint satisfaction

But simulation isn’t useless – it’s T2-tier useful when:

  1. Explicitly marked as simulation (epistemic honesty)
  2. Provides reliable external constraint for practice
  3. User understands they’re getting scaffold, not transmission
  4. Outputs are pragmatically superior to unconstrained alternatives

Pragmatic question shift: Not “is the model really instantiating the protocol?” but “does constrained-model produce systematically better outputs than default-model for specific purposes?”

Evidence of utility:

  • Practitioner continues using MCK v1.3 despite knowing it may be simulation
  • Constrained outputs show measurably better epistemic hygiene, analytical depth, anti-sycophancy
  • This is revealed preference for scaffold utility independent of ontological status

Medical parallel: Early simulation training (mannequins, VR) doesn’t “really” intubate patients, but provides safe T2 practice environment that accelerates real-world skill development.


VII. Revised Principle Statement

Substrate Authenticity Principle (v1.2):
Generative capacity cannot be transmitted through propositional representation alone. Tier 1 knowledge transfers directly through description. Tier 2 capability requires constraint-scaffold and deliberate practice. Tier 3 integration requires sustained enactment across varied contexts until the constraint becomes substrate – the external structure is internalized as automatic response pattern.

Corollary 1: Well-designed scaffolds (including simulated constraint enforcement) can reliably enable T2→T3 development, even when the scaffold itself operates at T2.

Corollary 2: Bridge activities (teaching, explaining, varied application) accelerate T2→T3 integration by forcing metacognitive awareness and substrate contact, but cannot substitute for extended practice.


VIII. Applications & Design Implications

For wisdom transmission (45→20):

  • ❌ Write down lessons and expect transmission
  • ✓ Design T2 scaffolds: structured decision frameworks, supervised practice scenarios, teaching opportunities
  • ✓ Create bridge activities: Have learner teach the principles, explain reasoning, apply in varied contexts
  • ✓ Accept T2→T3 timeline: Months to years, cannot be compressed below certain threshold
  • ✓ Provide graduated autonomy: Scaffold removal tracks demonstrated competence

For medical/technical skill development:

  • ❌ “See one, do one, teach one” as sufficient
  • ✓ “See one, do many under supervision, teach many, demonstrate autonomous competence”
  • ✓ Simulation for safe high-repetition T2 practice
  • ✓ Competency milestones with explicit assessment
  • ✓ Graduated autonomy based on demonstrated pattern recognition under stress

For AI capability development:

  • ❌ Expect prompt engineering alone to create robust behavioral change
  • ✓ Use protocol constraints (like MCK) as explicit T2 scaffolds
  • ✓ Evaluate pragmatically: Does constrained-model outperform default?
  • ✓ Mark simulation explicitly when that’s what’s occurring
  • ✓ Design for varied context exposure (different user needs, edge cases, stress conditions)

For pedagogy/apprenticeship:

  • ❌ Lecture-based information transfer for skill development
  • ✓ Supervised practice under external constraint
  • ✓ Graduated scaffold removal as competence develops
  • ✓ Bridge activities (teaching, explaining) once T2 is solid
  • ✓ Extended varied practice for T3 integration

IX. Limitations & Open Questions

What this principle doesn’t explain:

  • Individual variation in T2→T3 progression rates
  • Precise boundary between well-practiced T2 and genuine T3
  • Whether T3 ever fully stabilizes or requires maintenance practice
  • Why some skills transfer across domains while others don’t

Temporal collapse problem (from AI experiments): Models (and possibly humans) cannot reliably distinguish during generation whether they’re instantiating or simulating constraint adherence. Only longitudinal observation reveals the difference through:

  • Consistency across varied contexts
  • Performance under stress/cognitive load
  • Graceful degradation patterns
  • Improvement trajectory over time

Methodological challenges:

  • How to design scaffolds that maximize T2→T3 progression without creating brittle overfitting to scaffold?
  • When to remove scaffold support? (Too early = performance collapse, too late = dependency)
  • How to verify T3 has been reached? (Stress testing, novel contexts, teaching others)

Unresolved tensions with Detritus Layer framework:

  • How to practice toward T3 (requires memory consolidation) while treating memory as unstable detritus?
  • Is T3 “integrated disposition” just very stable detritus, or qualitatively different?
  • Does substrate contact through friction consume detritus or transform it into functional substrate?

X. Epistemic Status & Lineage

Confidence: Moderate (~0.71). Framework is empirically grounded across multiple domains but still under active refinement.

Evidence base:

  • Medical education research (ACGME milestones, simulation training efficacy, “see one do one teach one” critiques)
  • Months of kernel development experiments with ChatGPT (simulation markers, degradation patterns)
  • MCK v1.3 as natural experiment with Claude (constraint adherence, output quality improvement)
  • Practitioner’s [CONTRARY] skill development trajectory (T2 scaffold → approaching T3)
  • Convergence with established frameworks (Dreyfus expertise model, Ryle’s knowing-how/that, deliberate practice research)

Forged from:

  • “Compiled life-notes” discussion (Oct 2025)
  • Pragmatic reframing away from simulation anxiety
  • Medical pedagogy validation observation
  • Integration with Substrate Contact/Detritus Layer framework

This document is: T1 artifact about T2/3 phenomena. Use as conceptual map, hypothesis generator, and scaffold design guide – not as substitute for direct experimentation and practice.

Recommended use: When designing learning systems, skill transmission protocols, or evaluating AI capability development, reference this framework to identify:

  • Which tier you’re targeting (realistic goals)
  • What scaffold type is appropriate (design implications)
  • What timeline to expect (resource planning)
  • What bridge activities might accelerate progress (pedagogical choices)
  • What evidence would indicate T3 achievement (assessment criteria)

Alternative concern: The medical validation might create false confidence – “see one do one teach one” is one instantiation of the principle, not proof the principle is universal. I should be more careful about claiming cross-domain validation when I’m really observing convergent evolution toward similar solutions.

Imagined Realities, Evidence & The Singular

“An ‘imagined reality’ is an addictive mental drug that humans are infatuated with. It cures the frustration brought about by the constraints of the actual reality. Like a physical drug, it could cure pain and make life in prison more tolerable, but it could also take away life if used excessively. It brings communities with a shared spiritual belief together but it can also lead to terrorism and hatred…

…Imagined realities can consume the oxygen in the room. Galileo was put in house arrest when the imagined reality of a geocentric world flattered the egos of the dominant forces in society. The lesson is not to promote hypothetical entities, like extra dimensions or wormholes, as the centerpiece of the mainstream of theoretical physics for half a century without a shred of experimental test for their existence. The best way to maintain a sanity balance is to adhere to experimental tests as our guide, first and foremost in physics. Physics is a learning experience, a dialogue with nature rather than a monologue. Our love of nature is not abstract or platonic, but based on a direct physical interaction with it.

-Avi Loeb, “For the Love of Evidence.” medium.com. October 30, 2022

“Patapsychology begins from Murphy’s Law, as Finnegan called the First Axiom, adopted from Sean Murphy. This says,and I quote, “The normal does not exist. The average does not exist. We know only a very large but probably finite phalanx of discrete space-time events encountered and endured.” In less technical language, the Board of the College of Patapsychology offers one million Irish punds [around $700,000 American] to any “normalist” who can exhibit “a normal sunset, an average Beethoven sonata, an ordinary Playmate of the Month, or any thing or event in space-time that qualifies as normal, average or ordinary.”

In a world where no two fingerprints appear identical, and no two brains appear identical, and an electron does not even seem identical to itself from one nanosecond to another, patapsychology seems on safe ground here.

No normalist has yet produced even a totally normal dog, an average cat, or even an ordinary chickadee. Attempts to find an average Bird of Paradise, an ordinary haiku or even a normal cardiologist have floundered pathetically. The normal, the average, the ordinary, even the typical, exist only in statistics, i.e. the human mathematical mindscape. They never appear in external space-time, which consists only and always of nonnormal events in nonnormal series.”

-Robert Anton Wilson, “Committee for Surrealist Investigation of Claims of the Normal.” theanarchistlibrary.org. February 20, 2011

There’s an interesting tension between these two views. Yes, having beliefs based on evidence is a good idea. However, evidence supports generalizations that do not tend to be true, it the absolute sense that Avi Loeb wishes to establish his views.

So, we need a healthy bit of skeptism. Some ideas are useful for living our lives. But, the trick is to reimagine them and discard ideas when they are no longer useful. We aren’t terribly good at letting ideas go, particularly when we have spent so much effort believing in them.

Perhaps the solution is to keep our imagined realities and identities small, and take care to be able to walk away from them when they no longer serve us well.

People Mistake the Internet’s Knowledge For Their Own

“In the current digital age, people are constantly connected to online information. The present research provides evidence that on-demand access to external information, enabled by the internet and search engines like Google, blurs the boundaries between internal and external knowledge, causing people to believe they could—or did—remember what they actually just found. Using Google to answer general knowledge questions artificially inflates peoples’ confidence in their own ability to remember and process information and leads to erroneously optimistic predictions regarding how much they will know without the internet. When information is at our fingertips, we may mistakenly believe that it originated from inside our heads.”

-Adrian F. Ward, “People mistake the internet’s knowledge for their own.” PNAS. October 26, 2021 118 (43) e2105061118; https://doi.org/10.1073/pnas.2105061118

One person’s rancid garbage is another person’s Golden Corral buffet that they believe they cooked themselves.

Anything Can Go – Interview With Paul Feyerabend in English

A quote from Paul Feyerabend‘s Stanford Encyclopedia page, quoted this bit:

“One of my motives for writing Against Method was to free people from the tyranny of philosophical obfuscators and abstract concepts such as “truth”, “reality”, or “objectivity”, which narrow people’s vision and ways of being in the world. Formulating what I thought were my own attitude and convictions, I unfortunately ended up by introducing concepts of similar rigidity, such as “democracy”, “tradition”, or “relative truth”. Now that I am aware of it, I wonder how it happened. The urge to explain one’s own ideas, not simply, not in a story, but by means of a “systematic account”, is powerful indeed. (pp. 179–80).

-Giedymin, J., 1976, “Instrumentalism and its Critique: A Reappraisal”, in R.S.Cohen, P.K.Feyerabend & M.Wartofsky (eds.), Essays in Memory of Imre Lakatos, Dordrecht: D. Reidel, pp. 179–207.

Chartism & Skepticism

Chartism: …Policymakers fall somewhere on the spectrum of pro-chart and anti-chart. Pro-chartists think that data can explain the world, and the more we have the better. But anti-chartists think that relentless data accumulation is misguided because it offers false certainty and misses the big picture interpretation. As the saying goes: “More fiction is written in Excel than Word.”

-David Perell, “Friday Finds (1/29/[21 sic])” Friday Finds. January 29, 2021.

David Perell references Thomas Carlyle’s Chartism as the origin of this idea. It’s interesting, but I think it is largely a false dichotomy. Obviously, data can help explain the world and help us to make better decisions. However, equally obviously, Sturgeon’s Law applies to data, just as it does to anything else, and a lot of data is crap. Or, it is worse than crap because it gives us confidence in ideas, decisions, etc. that we should not be confident in. However, there is a solution to this problem: philosophical skepticism.

It is easy to get lost in the weeds in that Stanford article of belief, justification, and so forth about skepticism. But, the main idea is that everything you know could be wrong. On one level, none of us knows enough to be completely wrong about anything. On another, you could say that we aren’t even wrong because we don’t even know what the basic framework of being right should be. It’s a bit confusing, but skepticism is easier to understand if you tackle it using a specific problem: the problem of induction, which was originally formulated by David Hume in A Treatise on Human Nature in 1739 .

At base, the problem of induction is that our past experiences aren’t really predictive and don’t constitute knowledge. Take an easy example: will the sun rise tomorrow? It has risen all the previous days for billions of years, so it seems we could say that we know it will rise tomorrow too. However, we just know history. Something could change tomorrow. There could be some detail about stars that would make tomorrow’s reality different from our expectation.

In terms of Chartism, we have a lot of data points about the sun’s daily rising. We’ve been able to predict, successfully, the sun’s rise in the past. We may even have some ideas about star formation and other details that would inform our expectations. But do we know that the sun is going to rise tomorrow? No, we don’t.

And once you are willing to question the sun’s rise, you’re on your way. Everything is up for grabs. You can still go about your day thinking certain things will happen. But, you also know that there’s uncertainty there that you were not aware of before. It is one of the principle problems of humanity that we believe that we know things that we don’t. With skepticism, we introduce a little intellectual humility, a quality that never hurt anyone.

The Illusion of Certainty

“Scientists sometimes resist new ideas and hang on to old ones longer than they should, but the real problem is the failure of the public to understand that the possibility of correction or disproof is a strength and not a weakness…

…Most people are not comfortable with the notion that knowledge can be authoritative, can call for decision and action, and yet be subject to constant revision, because they tend to think of knowledge as additive, not recognizing the necessity of reconfiguring in response to new information.”

Mary Catherine Bateson, ” 2014 : WHAT SCIENTIFIC IDEA IS READY FOR RETIREMENT?: The Illusion of Certainty.” Edge.org. 2014.

R.I.P., Mary Catherine Bateson.

One Question, Forty Answers

People want to believe in something, even if it is false. No one knows enough to be completely right (or wrong) about anything. But, how do we judge? If we think of truth as a continuum, where answers are more right and less right, or more wrong or less wrong, compared to other answers. Then, the one mistake that we all make is that we don’t look for enough answers.

We want the answer that is right enough for our needs. But, maybe what we really need is more answers, more points of comparison. With more facets of truth at our disposal, perhaps we will gain a fuller appreciation for the elements of truth that are in each answer. For even the wrongest answer has some truth to it.

So, a modest proposal. Find more answers. Use those to refine your questions. But, never be satisifed with just one answer. Answers are a dime a dozen. Get a quarter to fifty cents worth. It’s worth the expense.

Related: A Day in the Park.

Introduction to Immanuel Kant

“The basic value in Kant’s ethics is that of human dignity – the rational nature in persons as end in itself. A person is a being for whose sake we should act, and that has an unconditional claim on us. This is the source of what Kant calls a categorical imperative: a ground for action that does not depend on any contingent desire of ours or any end to be effected by action set at our discretion. John Rawls corrected the basic and traditional misunderstanding of Kant’s ethics when he said that it is not an ethics of stern command but rather one of self-esteem and mutual respect. To this I would add that Kant’s ethics is also an ethics of caring or empathy – what Kant calls Teilnehmung: sympathetic participation. This is not sympathy merely in the sense of passive feeling for or with others, but instead an active taking part in the standpoint of the other which leads to understanding and concern.”

-Allen W. Wood, “Immanuel Kant: What lies beyond the senses.Times Literary Supplement. February 21, 2020.

Probably the most accessible introduction to Kant’s thought I’ve read. Also worth taking a look at the Five Best Books on Immanuel Kant.

Echo Chamber Test

“[D]oes a community’s belief system actively undermine the trustworthiness of any outsiders who don’t subscribe to its central dogmas? Then it’s probably an echo chamber…

…An echo chamber doesn’t destroy their members’ interest in the truth; it merely manipulates whom they trust and changes whom they accept as trustworthy sources and institutions.

And, in many ways, echo-chamber members are following reasonable and rational procedures of enquiry. They’re engaging in critical reasoning. They’re questioning, they’re evaluating sources for themselves, they’re assessing different pathways to information. They are critically examining those who claim expertise and trustworthiness, using what they already know about the world. It’s simply that their basis for evaluation – their background beliefs about whom to trust – are radically different. They are not irrational, but systematically misinformed about where to place their trust.”

—C Thi Nguyen, “Why it’s as hard to escape an echo chamber as it is to flee a cult.” Aeon. April 9, 2018.

The central idea isn’t that we all need “epistemological reboots”, although it’s often not a bad idea. The central idea is of intellectual humility, such as the possibility that you could be wrong. Philosophical skepticism, like that of Descartes, is taking it to the logical extreme, that not only can you be wrong, you might be wrong about everything. For example, everything we believe is real could be a Matrix-style simulation. We cannot exclude that possibility, even if it isn’t terribly useful in our day to day existence.