Ham
Magnus, my epistemological reasoning tells me that the value of an
English essay requires a subject (the teacher) to judge it. Canine
sensitivity to drugs may be a trained ability that has practical value
to the human inspectors; its only value to the dogs is the biscuits they
receive as a reward for their findings. I see no value implied by a
ball dropping to the ground, unless you're telling me that gravity is a
value, which (even if true) has no epistemological relevance.
If you want to understand the MoQ, you really need to let go of your constant
faith in epistemology for a while. You think your epistemological conclusions
are water-tight, but I bet you use some underlying assumptions that will cause
your house of cards to fall flat if investigated.
If you *don't* want to understand the MoQ, then please stop pretending to be
interested. You're just wasting our time.
The logical problems are not inherent in the MoQ. They only appear
when using non-MoQ interpretations
for MoQ terms.
To the extent that the MoQ uses terms in an unconventional way, the
interpretations
are logically inconsistent and problematic for the author.
How can you possibly state that they are "logically inconsistent" if you don't
understand how the terms are used?
Look, when a language is developed, its development is driven by what need to be
expressed in that language. On Greenland, they have lots of words for different
kinds of snow, but I bet they have no word at all for some specific type of
coral that only grows on the reefs of Papua New Guinea.
So, if you want to express something using a language that has never before been
expressed, chances are there won't be any words suitable to do it. In this case,
you must either invent new words, or use old ones but explain how the word is
used in the new context. Pirsig chose the latter, so please stop quoting what
the words are "supposed" to mean. Again, if you don't accept this, please stop
wasting our time.
Magnus
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