{"id":55180,"date":"2020-01-14T00:00:00","date_gmt":"2020-01-13T21:00:00","guid":{"rendered":"https:\/\/prohoster.info\/blog\/blog_prohoster\/richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40"},"modified":"2020-02-18T14:03:16","modified_gmt":"2020-02-18T11:03:16","slug":"richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40","status":"publish","type":"post","link":"https:\/\/prohoster.info\/et\/blog\/news\/richard-hemming-nesushhestvuyushhaya-glava-kak-my-znaem-chto-my-znaem-1-10-minuta-iz-40","title":{"rendered":"Richard Hamming. \"Mitteolev Peat\u00fckk\": Kuidas me teame, et me teame (1-10 minut 40-st)","gt_translate_keys":[{"key":"rendered","format":"text"}]},"content":{"rendered":"

\r\n \"M\u00e4ngi\r\n
<\/div>\r\n <\/div><\/center>
\nSeda loengut ei olnud tunniplaanis, kuid see tuli juurde lisada, et \u00f5petundide vahel ei tekiks t\u00fchimikku. Loeng k\u00e4sitleb sisuliselt seda, kuidas me teame, mida me teame, kui see loomulikult t\u00f5esti nii on. See teema on sama vana kui aeg \u2013 seda on arutatud viimased 4000 aastat, kui mitte kauem. Filosoofias on selle t\u00e4histamiseks loodud spetsiaalne termin \u2013 epistemoogia ehk teadmiste teadus.<\/p>\n

Soovin alustada kaugete minevikku kuuluvate primitiivsete h\u00f5imudega. Tasub m\u00e4rkida, et igas neist eksisteeris maailmakirjeldus. \u00dche vanajapani uskumuse kohaselt kellegi soga segasid mudast moodustusid saared. Sarnaseid m\u00fc\u00fcte leidub ka teistes rahvustes: n\u00e4iteks uskusid israelitlased, et Jumal l\u00f5i maailma kuue p\u00e4eva jooksul ja l\u00f5puks oli v\u00e4sinud ning l\u00f5petas loomise. K\u00f5ik need m\u00fc\u00fcdid on sarnased \u2013 kuigi nende jutustused on \u00fcsna mitmekesised, p\u00fc\u00fcavad nad k\u00f5ik selgitada, miks see maailm olemas on. Ma nimetan sellist l\u00e4henemist teoloogiliseks, kuna see ei eelda selgitusi muul viisil, kui \u00f6elda \"see juhtus jumalate tahte j\u00e4rgi; nad tegid seda, mida pidasid vajalikuks, ja nii maailm s\u00fcndis.\"<\/p>\n

Umbes 6. sajandil e.m.a. hakkasid Vana-Kreeka filosoofid esitama konkreets Ambersking k\u00fcsitlusi \u2013 millest see maailm koosneb, millised on selle osad, ning p\u00fc\u00fcdsid nendele l\u00e4heneda pigem ratsionaalselt kui teoloogiliselt. Nagu teada, eristasid nad elemente: maapinda, tuld, vett ja \u00f5hku; neil oli veel palju teisi m\u00f5isteid ja uskumusi, ning aeglaselt, kuid kindlalt kujunes kogu see meie t\u00e4nap\u00e4eva arusaamatuste suunas, kuidas me teame, mida me teame. Sellegipoolest on see teema inimesi l\u00e4bi ajaloo vaevanud, ja isegi vanad kreeklased k\u00fcsisid endalt, kuidas nad teadsid seda, mida nad teadsid.
\n<\/a><\/noindex>
\nKuidas te m\u00e4letate meie arutelu matemaatika \u00fcle, uskusid vanad kreeklased, et geomeetria, millega nende matemaatika piirdus, oli usaldusv\u00e4\u00e4rne ja t\u00e4iesti vaieldamatu teadmine. Siiski, nagu on n\u00e4idanud Maurice Klein, raamatu \"Matemaatika. \u00dcksikasjade kadumine\" autor, millega n\u00f5ustuvad enamik matemaatikuid, ei sisalda matemaatika mingit t\u00f5de. Matemaatika annab vaid vastuolulisuse antud m\u00f5tlemise reeglite komplekti juures. Kui neid reegleid v\u00f5i kasutatud eeldusi muuta, on matemaatika t\u00e4iesti erinev. Absoluutne t\u00f5de ei eksisteeri, v\u00e4lja arvatud, kui v\u00f5tta arvesse k\u00fcmmet k\u00e4sku (kui oled kristlane), kuid, kahjuks, mitte midagi meie arutelu teema osas. See on ebameeldiv.<\/p>\n

Kuid m\u00f5ned l\u00e4henemisviisid v\u00f5ivad anda erinevaid j\u00e4reldusi. Descartes, vaadates paljude tema eelk\u00e4ijate filosoofide eeldusi, astus samm tagasi ja k\u00fcsis: \"Kui v\u00e4he ma v\u00f5in olla kindel?\"; vastuseks valis ta v\u00e4ite: \"Mina m\u00f5tlen, seega ma olen.\" Sellest v\u00e4itest p\u00fc\u00fcdis ta tuletada filosoofiat ja saavutada hulga teadmisi. See filosoofia ei olnud piisavalt p\u00f5hjendatud, seet\u00f5ttu ei saanud me teadmisi. Kant v\u00e4itis, et k\u00f5ik s\u00fcnnivad kindla teadmisega Eukleidilise geomeetria ja paljude teiste asjade osas, mis t\u00e4hendab, et eksisteerib kaasas\u00fcndinud teadmine, mis antakse, kui soovite, Jumala poolt. Kahjuks, just sel hetkel, kui Kant kirjeldas oma m\u00f5tteid, l\u00f5id matemaatikud mitte-Eukleidilisi geomeetriaid, mis olid sama vastuolulised kui nende protot\u00fc\u00fcbid. Tundub, et Kant viskas s\u00f5nu tuule, sarnaselt enamikule neist, kes p\u00fc\u00fcdsid m\u00f5elda, kuidas ta teab seda, mida ta teab.<\/p>\n

See the importance of this topic, as science is often called upon for justifications: one frequently hears that science has shown this or disproven that; we know this, we know that \u2013 but do we really know? Are you sure? I intend to delve into these questions more thoroughly. Let's recall a biological principle: ontogeny recapitulates phylogeny. This means that the development of an individual, from a fertilized egg to a student, schematically repeats the entire preceding evolutionary process. Thus, scientists assert that during the development of an embryo, gill slits appear and then disappear, suggesting that our distant ancestors were fish.<\/p>\n

It sounds good, if one doesn\u2019t think about it too seriously. It provides a decent understanding of how evolution occurs, assuming one believes in it. But I'll go a bit further and ask: how do children learn? How do they acquire knowledge? Perhaps they are born with predetermined knowledge, but that sounds a bit unconvincing. To be honest, it\u2019s incredibly unconvincing.<\/p>\n

So, what do children do? They have certain instincts, and by following them, children begin to produce sounds. They make all these noises that we often call babbling, and this babbling seems to be independent of the child's place of birth \u2013 in China, Russia, England, or America, children will mostly babble the same way. However, depending on the country, the babbling will develop differently. For example, when a Russian child says the word \"mama\" a few times, they receive a positive response and therefore will repeat those sounds. Through experience, they discover which sounds help achieve their desired outcomes and which do not, thus learning many things.<\/p>\n

Let me remind you of what I have mentioned several times \u2013 there is no first word in the dictionary; each word is defined through others, thus making the dictionary circular. Similarly, when a child tries to construct a coherent sequence of things, they encounter difficulties, facing inconsistencies they must resolve, because there is no first thing the child could learn, and \"mama\" doesn\u2019t always work. Confusion arises, for instance, like the one I am about to illustrate. Before you is a famous American joke:<\/p>\n

populaarse laulu s\u00f5nad (gladly the cross I\u2019d bear, r\u00f5\u00f5muga kanda oma risti)
\nja kuidas lapsed seda kuulevad (gladly the cross-eyed bear, r\u00f5\u00f5muga risti-silma karu)<\/p>\n

(Eesti keeles: viiul-fox\/ratta krigiseb, olen mastiksist smaragd\/tuum \u2014 puhas smaragd, kui soovid pullide ploome\/ kui soovid olla \u00f5nnelik, olgu sul sitta-tagumik\/ sada sammu tagasi.)<\/i><\/p>\n

Olen ka selliseid raskusi kogenud, mitte konkreetselt selles olukorras, kuid minu elus on olnud mitu juhtumit, mil ma arvasin, et loen ja r\u00e4\u00e4gin t\u00f5en\u00e4oliselt \u00f5igesti, kuid \u00fcmbritsevad, eriti mu vanemad, m\u00f5istsid midagi t\u00e4iesti muud.<\/p>\n

Siin v\u00f5ib n\u00e4ha t\u00f5siseid vigu ja vaadata, kuidas need tekivad. Laps seisab silmitsi vajadusega teha oletusi selle kohta, mida keele s\u00f5nad t\u00e4hendavad, ja \u00f5pib j\u00e4rk-j\u00e4rgult \u00f5igeid variante. Sellegipoolest v\u00f5ib nende vigade parandamine aega v\u00f5tta. Pole kindel, et need on isegi praegu t\u00e4ielikult parandatud.<\/p>\n

Saab v\u00e4ga kaugele j\u00f5uda ilma arusaamiseta, mida sa teed. Olen juba r\u00e4\u00e4kinud oma s\u00f5brast, \u0434\u043e\u043a\u0442\u043e\u0440\u0438 matemaatikateaduste doktorist Harvardist. Kui ta Harvardi l\u00f5petas, \u00fctles ta, et oskab tuletada tuletist m\u00e4\u00e4ratlemise kaudu, kuid ei m\u00f5ista seda t\u00f5eliselt, ta lihtsalt teab, kuidas seda teha. See kehtib paljude asjade kohta, mida me teeme. Jalgrattaga s\u00f5itmine, rulaga s\u00f5itmine, ujumine ja paljude teiste asjade jaoks ei ole meile tingimata vajalik teadmised, kuidas neid teha. Tundub, et teadmine on midagi enamat, kui s\u00f5nadesse panna. Ma ei julge v\u00e4ita, et sa ei oska s\u00f5ita jalgrattaga isegi, kui sa ei saa mulle \u00f6elda, kuidas seda teha, aga s\u00f5idad mu ees \u00fchel rattal. Seega on teadmine v\u00e4ga erinev.<\/p>\n

Kokkuv\u00f5tteks v\u00f5iksime \u00f6elda, et on inimesi, kes usuvad, et meil on kaasas\u00fcndinud teadmine; kui vaadata olukorda laiemalt, v\u00f5id-olla n\u00f5ustud sellega, arvestades n\u00e4iteks, et lastel on kaasas\u00fcndinud kalduvus h\u00e4\u00e4li edastada. Kui laps s\u00fcnnib Hiinas, \u00f5pib ta h\u00e4\u00e4ldama palju h\u00e4\u00e4lisid, et saavutada soovitud. Kui ta s\u00fcnnib Venemaal, h\u00e4\u00e4ldab ta samuti palju h\u00e4\u00e4lisid. Kui ta s\u00fcnnib Ameerikas, h\u00e4\u00e4ldab ta endiselt palju h\u00e4\u00e4lisid. Siin ei ole keel oluline.<\/p>\n

Teiselt poolt on lapsel kaasas\u00fcndinud v\u00f5ime \u00f5ppida mis tahes keelt, nagu ka igasuguseid teisi. Ta m\u00e4letab helide j\u00e4rjestusi ja m\u00f5istab, mida need t\u00e4hendavad. Talle tuleb ise anda t\u00e4hendus nendele helidele, kuna ei ole esimest osa, mida ta v\u00f5iks m\u00e4letada. N\u00e4idake lapsele hobust ja k\u00fcsige temalt: \"Kas s\u00f5na 'hobune' on hobuse nimi? V\u00f5i t\u00e4hendab see, et see on neljajalgsed? V\u00f5ib-olla on see selle v\u00e4rv?\" Kui proovite lapsele selgitada, mis on hobune, n\u00e4idates seda, ei suuda laps sellele k\u00fcsimusele vastata, kuid just nii te seda m\u00f5tlete. Laps ei tea, millisesse kategooriasse seda s\u00f5na paigutada. V\u00f5i v\u00f5tame n\u00e4iteks verbi \"joosta\". Seda saab kasutada, kui liigute kiiresti, kuid saate ka \u00f6elda, et p\u00e4rast pesu jooksid v\u00e4rvid s\u00e4rgilt, v\u00f5i kaevata kiirustavate kellade p\u00e4rast.<\/p>\n

Lapsel on suuri raskusi, kuid varem v\u00f5i hiljem parandab ta oma vigu, tunnistades, et ta m\u00f5istis midagi valesti. Aastatega muutuvad lapsed j\u00e4rjest v\u00e4hem v\u00f5imeliseks seda tegema, ja kui nad saavad piisavalt vanaks, ei suuda nad enam muutuda. Ilmselgelt v\u00f5ivad inimesed eksida. M\u00f5elge n\u00e4iteks neile, kes usuvad, et nad on Napoleon. Ei ole oluline, kui palju te sellele inimesele t\u00f5endeid esitate, et see ei ole nii \u2013 ta usub seda ikkagi. Teate, on palju inimesi, kellel on kindlad uskumused, mida te ei jagada. Kuna v\u00f5ite arvata, et nende uskumised on hullumeelsed, ei ole \u00f5ige \u00f6elda, et on olemas veatu viis uute teadmiste saamiseks. Te v\u00f5ite sellele vastata: \"Aga teadus on v\u00e4ga t\u00e4pne!\" Vaatame teaduslikku meetodit ja uurime, kas see nii on.<\/p>\n

T\u00f5lke eest t\u00e4nu Sergei Klimovile.<\/i><\/p>\n

J\u00e4tkub…<\/i><\/p>\n

Kes soovib aidata raamatute t\u00f5lkimise, kujundamise ja avaldamisega,<\/a><\/noindex> \u2013 kirjutage privaat\u00f5numisse v\u00f5i e-posti aadressile magisterludi2016@yandex.ru.<\/i><\/p>\n

Muide, oleme k\u00e4ivitanud t\u00f5lke veel \u00fchest lahedast raamatust \u2013 \u201eThe Dream Machine: Arvutirevolutsiooni lugu\u201c<\/a><\/noindex>) <\/p>\n

Eriti otsime<\/b> neid, kes aitaksid t\u00f5lkida boonuse peat\u00fcki, mis on saadaval ainult videos.<\/a><\/noindex>. (t\u00f5lgime 10 minutit, esimesed 20 on juba kirja pandud.<\/i>)<\/p>\n

Raamatu sisu ja t\u00f5lgitud peat\u00fckid<\/b>Eess\u00f5na<\/a><\/noindex><\/p>\n

    \n
  1. Intro The Art of Doing Science and Engineering: Learning to Learn (28. m\u00e4rts 1995) T\u00f5lge: Peat\u00fckk 1<\/a><\/noindex><\/li>\n
  2. \u201eDigital (Discreet) Revolutioni alused\u201c (30. m\u00e4rts 1995) Peat\u00fckk 2. Digitaalse (diskreetse) revolutsiooni alused<\/a><\/noindex> <\/li>\n
  3. \u00abArvutite ajalugu \u2014 riistvara\u00bb (31. m\u00e4rts 1995) Peat\u00fckk 3. Arvutite ajalugu \u2014 riistvara<\/a><\/noindex> <\/li>\n
  4. \u00abArvutite ajalugu \u2014 tarkvara\u00bb (4. aprill 1995) Peat\u00fckk 4. Arvutite ajalugu \u2014 tarkvara<\/a><\/noindex><\/li>\n
  5. \u00abArvutite ajalugu \u2014 rakendused\u00bb (6. aprill 1995) Peat\u00fckk 5. Arvutite ajalugu \u2014 praktiline rakendus<\/a><\/noindex><\/li>\n
  6. \u00abTehisintellekt \u2014 osa I\u00bb (7. aprill 1995) Peat\u00fckk 6. Tehisintellekt \u2014 I<\/a><\/noindex><\/li>\n
  7. \u00abTehisintellekt \u2014 osa II\u00bb (11. aprill 1995) Peat\u00fckk 7. Tehisintellekt \u2014 II<\/a><\/noindex> <\/li>\n
  8. \u00abTehisintellekt III\u00bb (13. aprill 1995) Peat\u00fckk 8. Tehisintellekt III<\/a><\/noindex> <\/li>\n
  9. \u00abN-j\u00f5udmeline ruum\u00bb (14. aprill 1995) Peat\u00fckk 9. N-m\u00f5\u00f5tmeline ruum<\/a><\/noindex> <\/li>\n
  10. \u00abKooditeooria \u2014 teabe esitamine, osa I\u00bb (18. aprill 1995) Peat\u00fckk 10. Kooditeooria \u2014 I<\/a><\/noindex> <\/li>\n
  11. \u00abKooditeooria \u2014 teabe esitamine, osa II\u00bb (20. aprill 1995) Peat\u00fckk 11. Kooditeooria \u2014 II<\/a><\/noindex><\/li>\n
  12. \u00abVigade parandamise koodid\u00bb (21. aprill 1995) Peat\u00fckk 12. Vigade parandamise koodid<\/a><\/noindex><\/li>\n
  13. \u00abTeabe teooria\u00bb (25. aprill 1995) Valmis, j\u00e4\u00e4b veel avaldada<\/i><\/li>\n
  14. \u00abDigitaalsed filtrid, osa I\u00bb (27. aprill 1995) Peat\u00fckk 14. Digitaalsed filtrid \u2014 I<\/a><\/noindex> <\/li>\n
  15. \u00abDigitaalsed filtrid, osa II\u00bb (28. aprill 1995) Peat\u00fckk 15. Digitaalsed filtrid \u2014 II<\/a><\/noindex> <\/li>\n
  16. \u00abDigitaalsed filtrid, osa III\u00bb (2. mai 1995) Peat\u00fckk 16. Digitaalsed filtrid \u2014 III<\/a><\/noindex><\/li>\n
  17. \u00abDigitaalsed filtrid, osa IV\u00bb (4. mai 1995) Peat\u00fckk 17. Digitaalsed filtrid \u2014 IV<\/a><\/noindex><\/li>\n
  18. \u00abSimulatsioon, osa I\u00bb (5. mai 1995) Peat\u00fckk 18. Simulatsioon \u2014 I<\/a><\/noindex> <\/li>\n
  19. \u00abSimulatsioon, osa II\u00bb (9. mai 1995) Peat\u00fckk 19. Simulatsioon \u2014 II<\/a><\/noindex> <\/li>\n
  20. \u00abSimulatsioon, osa III\u00bb (11. mai 1995) Peat\u00fckk 20. Simulatsioon \u2014 III<\/a><\/noindex><\/li>\n
  21. \u00abKiudoptiline tehnoloogia\u00bb (12. mai 1995) Peat\u00fckk 21. Kiudoptiline tehnoloogia<\/a><\/noindex> <\/li>\n
  22. \u00abArvutiga kaasav \u00f5pe\u00bb (16. mai 1995) Peat\u00fckk 22. Arvutiga kaasav \u00f5pe (CAI)<\/a><\/noindex><\/li>\n
  23. \u00abMatemaatika\u00bb (18. mai 1995) Peat\u00fckk 23. Matemaatika<\/a><\/noindex> <\/li>\n
  24. \u00abKvantmehaanika\u00bb (19. mai 1995) Peat\u00fckk 24. Kvantmehaanika<\/a><\/noindex><\/li>\n
  25. \u00abKreatiivsus\u00bb (23. mai 1995). T\u00f5lge: Peat\u00fckk 25. Kreatiivsus<\/a><\/noindex> <\/li>\n
  26. \u00abEksperdid\u00bb (25. mai 1995) Peat\u00fckk 26. Eksperdid<\/a><\/noindex> <\/li>\n
  27. \u00abUsaldamatud andmed\u00bb (26. mai 1995) Peat\u00fckk 27. Usaldamatud andmed<\/a><\/noindex><\/li>\n
  28. \u00abS\u00fcsteemi inseneriteadus\u00bb (30. mai 1995) Peat\u00fckk 28. S\u00fcsteemi inseneriteadus<\/a><\/noindex> <\/li>\n
  29. \u00abSa saad seda, mida m\u00f5\u00f5dad\u00bb (1. juuni 1995) Peat\u00fckk 29. Sa saad seda, mida m\u00f5\u00f5dad<\/a><\/noindex><\/li>\n
  30. \u00abKuidas me teame, mida me teame\u00bb<\/a><\/noindex> (2. juuni 1995) t\u00f5lgime 10 minuti t\u00fckkidena<\/i> <\/li>\n
  31. Hamming, \u00abSa ja Su uurimus\u00bb (6. juuni 1995). T\u00f5lge: Sa ja Su t\u00f6\u00f6<\/a><\/noindex><\/li>\n<\/ol>\n

    \nKes soovib aidata raamatute t\u00f5lkimise, kujundamise ja avaldamisega,<\/a><\/noindex> \u2013 kirjutage privaat\u00f5numisse v\u00f5i e-posti aadressile magisterludi2016@yandex.ru.<\/p>\n

    Allikas: habr.com<\/a><\/p>","protected":false,"gt_translate_keys":[{"key":"rendered","format":"html"}]},"excerpt":{"rendered":"

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