Holocaust history and the Texas sharpshooter fallacy!
The danger of over-interpreting coincidences explodes when we single them out after the fact. It is like someone thinking they are psychic who crows about a correct prediction cherry-picked from a long list of blunders he hopes everyone's forgotten. It's called the Texas sharpshooter fallacy — referring to the marksman who shoots a bullet into a barn wall and then paints a circular target around the hole to make it look like he is a crack shot. ~ Prof Steven Pinker
QUOTE OF THE DAY: “History does not belong to any one group, state or political project. It belongs to us all. History must be constantly re-examined and analysed; accepted versions should be challenged; and accepted interpretations should be interrogated.” -- Ken Loach
“What [witnesses] say needs to be interpreted by experts. Like if a bona fide archaeologist says that she found a few tiny pieces of bone, you can take it to the bank that there's at least 2-2,500 TONS of cremains buried in the "probable" graves. You betcha'.”
~~ TURNAGAIN’s amusing, sarcastic parody of the ‘true-believer’ mindset
“Neither acquiescence in skepticism nor acquiescence in dogma is what education should produce. What it should produce is a belief that knowledge is attainable in a measure, though with difficulty; that much of what passes for knowledge at any given time is likely to be more or less mistaken, but that the mistakes can be rectified by care and industry.
In acting upon our beliefs, we should be very cautious where a small error would mean disaster; nevertheless it is upon our beliefs that we must act. This state of mind is rather difficult: it requires a high degree of intellectual culture without emotional atrophy. But though difficult, it is not impossible; it is in fact the scientific temper.
Knowledge, like other good things, is difficult, but not impossible; the dogmatist forgets the difficulty, the skeptic denies the possibility. Both are mistaken, and their errors, when widespread, produce social disaster.”
— Bertrand Russell, On Education, especially in early childhood, 1926 Chapter. 2: The Aims of Education, p. 36.
Countless the fools, blinded by ignorance. Countless the swindlers and those who cheat. Countless are those who impose their will by force. Numberless are these cut-throats who amass wicked deeds.
Beyond number the transgressors who keep on transgressing. Countless the liars, wandering lost in their lies. Countless the wretches, their mouths filled with feculence. Countless these slanderers. Upon their own heads, they create a heavy burden.