Dave,

Thanks for the quote, and it's wonderful insight. 

Aristotle, Socrates, and Plato were excellent teachers. But the knowledge
they imparted contains artifacts - meaning errors and critical omissions -
that must be overcome even today.

The gist of the Gödel / Hilbert conflict is that it changed the nature of
science from a search for the truth to "separating what is probably true
from the demonstrably false". From H. Pollack -- Uncertain Science,
Uncertain World.

What we believe we know is always in the context of our culture and our
time. That is always subject to Quine's paradox.

Ken

> -----Original Message-----
> From: [EMAIL PROTECTED] 
> [mailto:[EMAIL PROTECTED] On Behalf Of Prof David West
> Sent: Monday, July 28, 2008 7:53 AM
> To: The Friday Morning Applied Complexity Coffee Group
> Subject: [FRIAM] an interesting quote
> 
> 
> Came across this when looking at Peter Naur's work on 
> programming - thought it might be interesting to some 
> involved in the mathematics issues of debate recently - 
> especially the ones dealing with mathematics "privileged" status.
> 
> 
> " ... ignorance towards any form of knowledge other than the 
> one that builds on the Aristotelian concept of episteme—a 
> logically and terminologically elaborated system of 
> situation-invariant
> (generally) true propositions. The focus on episteme in the 
> Western sciences has lead to an unjustified and systematic 
> prioritization of episteme and at the same time to a 
> disparagement and exclusion of alternative forms of 
> knowledge. Before the invention of the episteme, the ancient 
> Greeks also considered techne (the technical know-how 
> enabling to get things done) and phronesis (the practical 
> wisdom, drawn from social practices) as forms of knowledge. 
> While episteme is not embedded in the everyday practice of 
> action and communication among humans, both techne and 
> phronesis are ..."
> 
> davew
> 
> 
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