Epistemetrics by Nicholas Rescher - ISBN 0521861209 - Cambridge University Press 2006
Importance of epistemology yet lack of quantitative formalism or computational epistemology, ideally directly a dedicated programming framework.
Draw a schema (using PmGraphViz or another solution) of the situation of the area in the studied domain before having read the book.
- 1 Asking for More Than Truth: Duhem’s Law of Cognitive Complementarity
- Security/Definiteness Trade-off :
s × d ≤ const (p1)
∫ ydx = c ∫ dx/x ≈ log x (p2)
- 2 Kant’s Conception of Knowledge as Systematized Information
- "to qualify as authentic, cognitively significant knowledge, informative contentions must be part of a system" (p12)
- "Kant’s line of thought can be carried a step further to the idea that in a well-designed systemic exposition of information, systemic role mirrors cognitive status." (p13)
- 3 Spencer’s Law of Cognitive Development
- "the developmental process may be of limited applicability in biological evolution, but there can be little question about its holding good in cognitive evolution." (p16)
- "what may be called Spencer’s Law of Cognitive Development: As a body of information on any given topic grows in size the complexity of that body – its inner variation and diversification – also increases" (p17)
compl (I) ≈ ∫ d#I/#I ∝ log #I
- the volume of that body of information
- "With the expansion of information, its complexity does increase, but only at a decreasing (logarithmic) rate." (p28)
- 4 Gibbon’s Law of Logarithmic Returns
K[I] = log #I (p33)
K[I] quantity of knowledge inherent in a body of information
I of size #I
∫ΔE/E = log E (p35)
- fresh experience superadds its additional increment
ΔE to the
preexisting total E
- mention of Kuhn's The Structure of Scientific Revolution (p35)
- "In milking additional information for cognitively significant insights it is generally the proportion of the increase that matters: its percentage rather than its brute amount." (p40)
- "Where compilation increases information by multiplicative leaps and bounds, the increase in knowledge is merely additive." (p40)
- mention of how a newly opened domain can be rushed in similar to ideas presented by Allen Newell in his Desires and Diversions 1993 talk at CMU
- "The increase of knowledge over time stands to the increase of information in a proportion fixed by the inverse of the volume of already available information:
d/dt K[I] ≈ d/dt log #I ≈ 1/#I * d/dt #I" (p43-44)
- 5 Adams’s Thesis on Exponential Growth
- 6 Quality Retardation
- Wikipedia:Lotka's law (p64)
- "importance can just as effectively be estimated in terms of prominence in citation space as by prominence in discussion space." (p71)
- 7 How Much Can Be Known? A Leibnizian Perspective on the Quantitative Discrepancy Between Linguistic Truth and Objective Fact
- 8 On the Limits of Knowledge: A Kantian Perspective on Cognitive Finitude
- "Geographic exploration can expect eventual completeness; cognitive exploration cannot." (p102)
- "It has been said insightfully that from the vantage point of a less developed technology, another substantially advanced technology is indistinguishable from magic. And exactly the same holds for a more advanced conceptual (rather than physical) technology." (p104)
- Summarize each chapter in few sentences without equations (p105-106)
Overall remarks and questions
- trace your personal epistemic path
- take the list of papers you have read over time
- extract category per paper + read date
- animate a node over a scientometrics map with the related categories
- it feels more and more than giving equations is the last century way of be rigorous with ones' ideas
- it doesn't mean that every software implementation of an idea makes it rigorous though
- since we have quantities over time, could such principles also be used to measure the speed of advances?
- eventually the theoretical or average maximum speed of epistemic progresses?
So in the end, it was about X and was based on Y.
Point A, B and C are debatable because of e, f and j.
Draw a schema (using PmGraphViz or another solution) of the situation of the area in the studied domain after having read the book. Link it to the pre-reading model and align the two to help easy comparison.
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