How do we teach the value of human life?

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Re: How do we teach the value of human life?

Post by StruckingFuggle » Tue Dec 11, 2007 8:10 pm

NorthernComfort wrote:
You're not offering anything, really. You've got no explanation put forth to say why you make that choice.
Exactly. All we know about free will is that we have it. Good luck disproving it.
That doesn't prove free will! All it proves, maybe, is that you can't prove anything. Which is actually probably the most intellectual honest tack to take, no matter how uncomfortable it is - agnosticism towards free will.

Edit-addition: in addition, it could be argued that all that does establish is that you have no idea why you do what you do.
Which has nothing to do with what we were talking about. Our free will has nothing to do with things we have no control over. If you want to get into eugenics and free will, maybe start a new thread?
...you're the one who brought eugenics up. o.o


... OH, I think I see what you did there.
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Re: How do we teach the value of human life?

Post by mikehendo » Tue Dec 11, 2007 8:49 pm

NorthernComfort wrote:
You're not offering anything, really. You've got no explanation put forth to say why you make that choice.
Exactly. All we know about free will is that we have it. Good luck disproving it.
Bounded Rationality has been known about since the 60s. To keep it short and simple for you. You dont really have the free will that you think you do. Or at least not to the extent that you think you have it. Then again, thats taking into account that some of your decisions are rational.. However, that opens up a whole 'nother can of worms.

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Re: How do we teach the value of human life?

Post by adciv » Tue Dec 11, 2007 9:06 pm

StruckingFuggle wrote:
Regardless of whether or not it has some influence on us, what our parents do does not predetermine what we do. WE STILL MAKE THE DECISION. It is our conscious decision to do something, not a sleeper program in our genes that dictates every action we make. Genes may influence us some, but they do not dictate what we do.
Then what does? What shapes what decisions you'll make? How do you come to ascribe values to various actions and possibly 'potential outcomes' and thus make the decision of what actions you will and won't take?
I believe that the genes provide an initial state and that it is then changed by our experiences as we grow up that then affect that state. I believe that the nurture so vastly affects the outcome that the nature is effectively zero. Someones father may be a prolific mass murderer, but there child could turn into the best cop on the planet. There is not enough influence in the genes to blame them for what people do.

Oh, and on the twins, you also get cases where the twins come out nothing alike even if they were raised together.
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Re: How do we teach the value of human life?

Post by StruckingFuggle » Tue Dec 11, 2007 9:15 pm

adciv wrote:I believe that the genes provide an initial state and that it is then changed by our experiences as we grow up that then affect that state. I believe that the nurture so vastly affects the outcome that the nature is effectively zero. Someones father may be a prolific mass murderer, but there child could turn into the best cop on the planet. There is not enough influence in the genes to blame them for what people do.
Congratulations on still not answering the question, while seeming to. Really. /clap

Again: How do you come to a decision? What makes you decide to do A, versus do B, when others would do B over A?

Oh, and on the twins, you also get cases where the twins come out nothing alike even if they were raised together.
Yes, but when identical twins from similar circumstances have notably higher (>1 standard deviation, at least) incidences of correlation than fraternal twins than members of the same family than strangers, then it's not just a matter of chance or upbringing.
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Re: How do we teach the value of human life?

Post by adciv » Tue Dec 11, 2007 9:22 pm

How many times do I have to say it. I believe our experiences shape our decisions. We weigh the outcomes and weight them according to what experience has taught us and choose it that way.

>1 Doesn't that mean greater than 1?
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Re: How do we teach the value of human life?

Post by StruckingFuggle » Tue Dec 11, 2007 11:13 pm

adciv wrote:How many times do I have to say it. I believe our experiences shape our decisions. We weigh the outcomes and weight them according to what experience has taught us and choose it that way.


Don't you wonder about how your experiences shape our decisions? Why do different people react and become shaped differently by the same experiences? And to what extent, then, are the experiences (also a part of nature!) responsible for shaping your decisions?

And really, do you make an actual decision? Can you somehow prove one way or the other that, when it's all said and done, when you've conducted your measurements and weighed the considerations, you're even capable of going with an option that, by your own personal scales, isn't the heaviest (or lightest, depending on how you want to use the metaphor)?

What you describe, weighing the outcomes and going with a particular one as whatever calculus you use shows equates the best, sure sounds a lot more like a machine running a set of programs to determine its behavior, less than the making of a choice, doesn't it?
>1 Doesn't that mean greater than 1?
Yeah. Actually it should have been underlined, too.
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Re: How do we teach the value of human life?

Post by adciv » Tue Dec 11, 2007 11:25 pm

Except that two people won't always come to the same conclusion.

Then what are we, fuggle? Either we have free will or we don't. Either we are responsible for our actions or we aren't. You seem to keep saying that we are not responsible for anything we do.

*edit*
And what the hell does this have to do with saying that the sins of the father are the sins of the son?
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Re: How do we teach the value of human life?

Post by StruckingFuggle » Tue Dec 11, 2007 11:37 pm

adciv wrote:Except that two people won't always come to the same conclusion.
Yes! Right! Exactly! But... why - and I'm not entirely asking you this pointedly and direct, but asking everyone in search an answer because it's such an important question that this whole debate potentially cannot be resolved without that answer - why, precisely, is that the case?

Then what are we, fuggle? Either we have free will or we don't. Either we are responsible for our actions or we aren't. You seem to keep saying that we are not responsible for anything we do.
I'm not. I don't know what we are. One way or the other or a third. I'm in a position of agnosticism. I want to agree with you but the evidence seems to make that not easy, even if the evidence on its own doesn't seem yet known near enough to establish anything other than making it hard to agree with you. I'm not determined right now to make a point, not to say we are one thing or another or something in between. I'm more determined to either wrest a suitable answer out of you, to achieve an acceptable justification of your position ... or to prove to you that you cannot support or hold your point. I will get an ANSWER from you or I will destroy your point and possibly set you off on the same quest. :) Or at least force you to acknowledge that either I have a point or finally give me what I want - an explanation stripped of denial for why I don't have one.


And what the hell does this have to do with saying that the sins of the father are the sins of the son?
Hm? It doesn't. The only people saying that are mike, the bible, and to some extent or another (isn't debt inherited?) US law is.
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Re: How do we teach the value of human life?

Post by adciv » Wed Dec 12, 2007 12:50 am

Yes! Right! Exactly! But... why - and I'm not entirely asking you this pointedly and direct, but asking everyone in search an answer because it's such an important question that this whole debate potentially cannot be resolved without that answer - why, precisely, is that the case?
You need to study Chaos Theory.

In that case, I must simply say that we can not prove it one way or the other due to the lack of implementing scientific repeatable experiments. We do not have the ability to zap someone and make them repeat a choice without any other knowledge.

Looking at people as a whole, some make decisions one way, some another, even those with very similar situations will go one way or another and there does not seem to be a pattern to it, implying free will. Either that, or the programming is so complex that it can not be predicted and simulates free will (think pseudo-random numbers as an example).

Now, a bit more. Unless genes and everything else determine every choice I make and every electrochemical signal I think, we have free will. This is something that is exactly one or the other, there is no in between, there can be no middle ground.

Mike, apparently yes.
The Bible, depends on how you look at it.
Debt, It can be bought, sold and given, but it must still be accepted and cannot be forced on anyone.

*EDIT*
Fuggle, lets at least hear what you think about this, instead of playing just the devils advocate. And define suitable so I can make sure that you don't just keep changing to be an ass.
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Re: How do we teach the value of human life?

Post by Deacon » Wed Dec 12, 2007 6:15 am

mikehendo wrote:to insist upon a simple definition for a complex term is the sign if a simple mind.
...then an assertion like "There is no such thing as an 'innocent'" is proof.
It isn't thier fault that they can't grasp it fuggle. I actually kind of pity them.
I know you're probably just trolling, here, but god damn I didn't realize you could out-Fuggle Fuggle...
mikehendo wrote:
adciv wrote:mikehendo, is a 1 day old child not innocent? What have they done to make them not innocent?
However, that depends upon your view of innocence, as does everything in the entire thread. It can be argued that children inherit the sins of thier parents.
Oh you just go straight to hell.
StruckingFuggle wrote:You're not offering anything, really. You've got no explanation put forth to say why you make that choice.
I do: he's a fool. Why else would he be trying to discuss this kind of thing with the likes of you?

StruckingFuggle wrote:Yes, but when identical twins from similar circumstances have notably higher (>1 standard deviation, at least) incidences of correlation than fraternal twins than members of the same family than strangers, then it's not just a matter of chance or upbringing.
Correlation in what? In talents and personality? Yeah, genetics generally shape talents. But you must exercise those talents to become skilled. In the same way genetics determine the base personality through which experiences are perceived and on which experiences and the greater adult personality is built.

adciv wrote:
Yes! Right! Exactly! But... why - and I'm not entirely asking you this pointedly and direct, but asking everyone in search an answer because it's such an important question that this whole debate potentially cannot be resolved without that answer - why, precisely, is that the case?
You need to study Chaos Theory.
HA! I thought exactly the same thing! Why, Fuggle? Because no two people share the exact same genetic personality tendencies as well as the exact same experiences. With each new experience we diverge a little more from alternate-timeline selves, so to speak. It's exactly the reason time travel would cause problems: change one tiny thing, and BAM! Everything could be different in the future because of that one change.
In that case, I must simply say that we can not prove it one way or the other due to the lack of implementing scientific repeatable experiments.
That's what Fuggle's arguing for, but I don't think he's considered that in doing so he's also saying one must take a stance of agnosticism on things like evolution and the big bang and such, too.
Fuggle, lets at least hear what you think about this, instead of playing just the devils advocate.
Impossible. Fuggle only questions, never makes a definitive statement.
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Re: How do we teach the value of human life?

Post by StruckingFuggle » Wed Dec 12, 2007 7:25 am

So, Deacon, do I have your implied permission to call you a self-acknowledged fool, now? :)

(god, where is a tiny coffee cup and saucer? I feel like I need one. And maybe a monocle.)

Correlation in what? In talents and personality? Yeah, genetics generally shape talents. But you must exercise those talents to become skilled. In the same way genetics determine the base personality through which experiences are perceived and on which experiences and the greater adult personality is built.


Lots of stuff. Talents and personality included. Criminal rates (IIRC). Rates of some psychological disorders. Religiosity. When I get back to my Developmental Psychology textbook I'll see if I can remember to dig up a good list and linked studies.

Still ... wouldn't differences in the base result in differences in the outcome, leading to at least some control and influence on our final, decision-making self being outside our control, thus at least closing off the field of choices? Which are then further limited by our intelligence, knowledge, cleverness, and all the other things that allow us to think of some possible courses of action and at the same time NOT think of or know about others. You can't take a secret passage you don't know about.

adciv wrote:HA! I thought exactly the same thing! Why, Fuggle? Because no two people share the exact same genetic personality tendencies as well as the exact same experiences. With each new experience we diverge a little more from alternate-timeline selves, so to speak. It's exactly the reason time travel would cause problems: change one tiny thing, and BAM! Everything could be different in the future because of that one change.
And? I don't see how that's an answer to anything. Minor diervences might not be enough to skew ethical calculi (wow, firefox recognizes 'calculi'), and even if it were - the case is still there for the individual's calculus for determining action being rooted to some degree or another in biology, because those who start out with a similar base of self are more appreciably more likely in many ways have a similar base of action to begin with, and prove perhaps somewhat hard to knock of those paths.

Of course, for a science already more archaeology (but it doesn't recognize archaeology?) than chemistry, ethics and the limits of understanding, processing ability, and tools mean that a suitable answer (one way or the other) is near impossible to find because it's so hard to even approach testing, and ethics make it impossible. :( ... should I be worried that I'm sad my ethics stop me from wanting to test such thing?

That's what Fuggle's arguing for, but I don't think he's considered that in doing so he's also saying one must take a stance of agnosticism on things like evolution and the big bang and such, too.
Oh? No. I accept that they're Theories. But I do think there's better evidence then there is for free will ... but I'll admit I haven't looked into this Chaos Theory thing, so I'll sit a bit on that until I've learned more.

Fuggle, lets at least hear what you think about this, instead of playing just the devils advocate.
Impossible. Fuggle only questions, never makes a definitive statement.[/quote]

Adciv: You've heard what I have to say. My point IS that, of sorts, of the devil's advocate. As I said. I don't know what the answer is. Deacon misses it because he has some sort of crippling intellectual wound that makes him adverse to questions. My point is the questions that you can't seem to produce a deep and satisfactory enough answer for. My point, as I said, is that your point doesn't stand, which despite Deacon's inability to grasp, IS a point, and a somewhat important one.

Granted, I've yet to look into Chaos Theory, so I'll sit on that statement for a while, but up to that point, what I said above.
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Re: How do we teach the value of human life?

Post by Deacon » Wed Dec 12, 2007 7:47 am

StruckingFuggle wrote:So, Deacon, do I have your implied permission to call you a self-acknowledged fool, now? :)
I've said it many times already, here.
Rates of some psychological disorders. Religiosity.
Some would say the two are the same, but I don't think it's fair to include genetic diseases in there.
leading to at least some control and influence on our final, decision-making self being outside our control, thus at least closing off the field of choices? Which are then further limited by our intelligence, knowledge, cleverness, and all the other things that allow us to think of some possible courses of action and at the same time NOT think of or know about others. You can't take a secret passage you don't know about.
Fuggle, free will doesn't require omniscience.
the case is still there for the individual's calculus for determining action being rooted to some degree or another in biology
Duh. That's exactly what I said. Biology is the root and experiences are the soil in which the tree of our personality grows.
Deacon misses it because he has some sort of crippling intellectual wound that makes him adverse to questions.
Questions aren't the problem. The maddeningly relentless attempts at Socratic irony are the problem. A question isn't a point. Your point can't be a question. A question leads to a point. Instead of trying to say that "How can we prove free will?" is your point, try saying that "Free will cannot be proven." The latter is a point. The former is a question, the kind of question that gets one backhanded if one insists on it.
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Re: How do we teach the value of human life?

Post by adciv » Wed Dec 12, 2007 4:11 pm

StruckingFuggle wrote:My point is the questions that you can't seem to produce a deep and satisfactory enough answer for. My point, as I said, is that your point doesn't stand, which despite Deacon's inability to
No, you're refusing to accept my point. Either that, or give me what kind of proof would be required in order for you to accept it one way or the other.

Either we have free will, or we don't. Either we will always react the exact same way to the same stimuli or we won't. Either we have absolutely no influence on the outcome of how we will respond in any given situation or we do have some (aka free will).
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Re: How do we teach the value of human life?

Post by mikehendo » Wed Dec 12, 2007 4:19 pm

StruckingFuggle wrote:
And what the hell does this have to do with saying that the sins of the father are the sins of the son?
Hm? It doesn't. The only people saying that are mike, the bible, and to some extent or another (isn't debt inherited?) US law is.
adciv wrote:Mike, apparently yes.
The Bible, depends on how you look at it.
Debt, It can be bought, sold and given, but it must still be accepted and cannot be forced on anyone.
Sin was the word I chose, but to kick out sin doesnt invalidate the point.. Children are born into a world that was shapped by thier fathers, mothers, gradfathers, etc.. The state of the world is imprinted upon them, as are the genetic factors that create who they are. So how about we remove sin from the discussion and call it traits. Are you happier with saying that individuals inherit traits from thier fathers that corrupt thier innocence?
Deacon wrote:
StruckingFuggle wrote:
Rates of some psychological disorders. Religiosity.
Some would say the two are the same, but I don't think it's fair to include genetic diseases in there.
Yes, why insist upon including something that supports our case..
leading to at least some control and influence on our final, decision-making self being outside our control, thus at least closing off the field of choices? Which are then further limited by our intelligence, knowledge, cleverness, and all the other things that allow us to think of some possible courses of action and at the same time NOT think of or know about others. You can't take a secret passage you don't know about.
Fuggle, free will doesn't require omniscience.
You dont have to be omniscient to see that we dont really have free will.. Now do you have to believe in predetermination. Bounded free will is no free will at all. Where have you been?
the case is still there for the individual's calculus for determining action being rooted to some degree or another in biology
Duh. That's exactly what I said. Biology is the root and experiences are the soil in which the tree of our personality grows.
and as the soil in which the tree of our personality grows in, it allows for certain negative traits to continue in thier development. Will the son of a serial killer become a serial killer, not necessarily. However, children who grow up in abbusive homes have been shown to be more likely to abuse thier future spouse or children. Genetic, or environmental? Well, that is a question that we are still waiting for science to answer.
Deacon wrote:
mikehendo wrote:to insist upon a simple definition for a complex term is the sign if a simple mind.
...then an assertion like "There is no such thing as an 'innocent'" is proof.
to say that there is no such thing as an innocent is to put forward a philosophical statement. Apparently thats over your head.
Deacon wrote:
mikehendo wrote: However, that depends upon your view of innocence, as does everything in the entire thread. It can be argued that children inherit the sins of thier parents.
Oh you just go straight to hell.
I didn't think you believed in hell, Deacon..
StruckingFuggle wrote:You're not offering anything, really. You've got no explanation put forth to say why you make that choice.
I do: he's a fool. Why else would he be trying to discuss this kind of thing with the likes of you?
woohoo, when you can't form an argument you jump to flaming.. Good call.
StruckingFuggle wrote:Yes, but when identical twins from similar circumstances have notably higher (>1 standard deviation, at least) incidences of correlation than fraternal twins than members of the same family than strangers, then it's not just a matter of chance or upbringing.
Correlation in what? In talents and personality? Yeah, genetics generally shape talents. But you must exercise those talents to become skilled. In the same way genetics determine the base personality through which experiences are perceived and on which experiences and the greater adult personality is built.
someone with a high proclivity to play the guitar, that is arguably inherited. Natural skill has to come from somewhere after all, and if some of you insist upon taking a higher being out of the discussion, that leaves genetics.
In that case, I must simply say that we can not prove it one way or the other due to the lack of implementing scientific repeatable experiments.
That's what Fuggle's arguing for, but I don't think he's considered that in doing so he's also saying one must take a stance of agnosticism on things like evolution and the big bang and such, too.
Something must not be taken on a stance of agnosticism just because it cannot be scientifically proven. You experiment, and get data and make a decision regarding your interpretation of that data.
adciv wrote: Either we have free will, or we don't. Either we will always react the exact same way to the same stimuli or we won't. Either we have absolutely no influence on the outcome of how we will respond in any given situation or we do have some (aka free will).
Whether we reacte differently or similarly to the same stimuli doesnt mean that we either do or do not have free will, unless the same set of stimuli happen at the exact same time in the exact same environment.

And, even having free will does not dictate that we have an influence upon the outcome of how we act. If our action is accepted in one society, we will be alright. However, if that exact same action is taken to be a violation of social mores in another.. Well, that will get us thrown in prison, or flogged..
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Re: How do we teach the value of human life?

Post by AzraeL » Wed Dec 12, 2007 4:23 pm

Wow, you quoted all that text just for a 2 line answer?
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