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As Karl Popper wrote (in the context of scientific discovery, but it applies equally to the programming of AGIs and the education of children): "there is no such thing as instruction from without … We do not discover new facts or new effects by copying them, or by inferring them inductively from observation, or by any other method of instruction by the environment.
We are told that this production of Swan Lake is a bid to restore the fortunes of a failing company, but we do not discover, and can only vaguely infer, what Thomas's particular innovations are beyond some sort of psychological realism.
In doing mathematics, we do not discover pre-existing truths that were "already there without one knowing" (PG 481)—we invent mathematics, bit-by-little-bit.
When we turn in the direction of the seer, we do not discover a transcendental ego but a being who is itself of the sensible, a being which "knows it before knowing it"(VI, 133).
Since we invent mathematics in its entirety, we do not discover pre-existing mathematical objects or facts or that mathematical objects have certain properties, for "one cannot discover any connection between parts of mathematics or logic that was already there without one knowing" (PG 481).
Similar(55)
We don't discover anything about her life.
We don't discover we're aliens, despite much physical evidence to the contrary.
We don't discover that the Warden is a woman until chapter 14.
We don't discover much else about his father; K. doesn't appear again; there is no superfluous backstory.
What has befallen him, in the intervening decades, we don't discover, but he has aged, ungracefully so.
Often, however, we don't discover shortcomings unless a reader or a subject points them out to us.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com