4 unchanged lines collapsedThe chain smoker from my example is conflicted about smoking, right? Yet continues to do it anyway. Where do people learn to do things they don’t want todo?\*↵ ↵ \*do?^1 In school.^2↵ ↵ ---↵ ↵ ^1 I mean “do things they don’t want to do” as in: the smoker doesn’t want to smoke *and* doesn’t want to not smoke at the same time. They ‘know’ they don’t want to smoke as in ‘they are aware they have conflicting preferences’. They know *part* of them doesn’t want it, to be precise. They ‘don’t want to do it’ as in: it’s not a hell yes. It’s not a course of action without any outstanding criticisms. So it’s not a rationaldecision.decision.↵ ^2 This is out of scope for the topic of addiction and deserves a more thorough treatment, but I think school could be one of *the* major causes of crime in this same epistemological sense. Since I’m guessing most criminals feel conflicted about whatever crime they’re about to commit but then commit it anyway.
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The chain smoker from my example is conflicted about smoking, right? Yet continues to do it anyway. Where do people learn to do things they don’t want to do?1 In school.2
1 I mean “do things they don’t want to do” as in: the smoker doesn’t want to smoke and doesn’t want to not smoke at the same time. They ‘know’ they don’t want to smoke as in ‘they are aware they have conflicting preferences’. They know part of them doesn’t want it, to be precise. They ‘don’t want to do it’ as in: it’s not a hell yes. It’s not a course of action without any outstanding criticisms. So it’s not a rational decision.
2 This is out of scope for the topic of addiction and deserves a more thorough treatment, but I think school could be one of the major causes of crime in this same epistemological sense. Since I’m guessing most criminals feel conflicted about whatever crime they’re about to commit but then commit it anyway.