Explanations, Belief Revision and Defeasible Reasoning
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Defeasibility from the Perspective of Informal Logic
University of Windsor Scholarship at UWindsor OSSA Conference Archive OSSA 10 May 22nd, 9:00 AM - May 25th, 5:00 PM Defeasibility from the perspective of informal logic Ralph H. Johnson University of Windsor, Centre for Research in Reasoning, Argumentation and Rhetoric Follow this and additional works at: https://scholar.uwindsor.ca/ossaarchive Part of the Philosophy Commons Johnson, Ralph H., "Defeasibility from the perspective of informal logic" (2013). OSSA Conference Archive. 84. https://scholar.uwindsor.ca/ossaarchive/OSSA10/papersandcommentaries/84 This Paper is brought to you for free and open access by the Conferences and Conference Proceedings at Scholarship at UWindsor. It has been accepted for inclusion in OSSA Conference Archive by an authorized conference organizer of Scholarship at UWindsor. For more information, please contact [email protected]. Defeasibility from the perspective of informal logic RALPH H. JOHNSON Centre for Research in Reasoning, Argumentation and Rhetoric University of Windsor 401 Sunset Ave, Windsor, Ontario Canada [email protected] ABSTRACT: The notions of defeasibility and defeasible reasoning have generated a great deal of interest in various research communities. Here I want to focus on their use in logic and argumentation studies. I will approach these topics from the perspective of an informal logician who finds himself struggling with some issues that surround the idea of and the deployment of the concept of defeasibility. My intention is to make those struggles as clear as I can. KEYWORDS: deductive, defeasible, defeasibility, Pollock, undercutting defeater, rebutting defeater, Informal Logic Initiative 1. INTRODUCTION The notions of defeasibility and defeasible reasoning have generated a great deal of interest in various research communities. -
Arguments Vs. Explanations
Arguments vs. Explanations Arguments and explanations share a lot of common features. In fact, it can be hard to tell the difference between them if you look just at the structure. Sometimes, the exact same structure can function as an argument or as an explanation depending on the context. At the same time, arguments are very different in terms of what they try to accomplish. Explaining and arguing are very different activities even though they use the same types of structures. In a similar vein, building something and taking it apart are two very different activities, but we typically use the same tools for both. Arguments and explanations both have a single sentence as their primary focus. In an argument, we call that sentence the “conclusion”, it’s what’s being argued for. In an explanation, that sentence is called the “explanandum”, it’s what’s being explained. All of the other sentences in an argument or explanation are focused on the conclusion or explanandum. In an argument, these other sentences are called “premises” and they provide basic reasons for thinking that the conclusion is true. In an explanation, these other sentences are called the “explanans” and provide information about how or why the explanandum is true. So in both cases we have a bunch of sentences all focused on one single sentence. That’s why it’s easy to confuse arguments and explanations, they have a similar structure. Premises/Explanans Conclusion/Explanandum What is an argument? An argument is an attempt to provide support for a claim. One useful way of thinking about this is that an argument is, at least potentially, something that could be used to persuade someone about the truth of the argument’s conclusion. -
Bootstrapping, Defeasible Reasoning, Anda Priorijustification
PHILOSOPHICAL PERSPECTIVES Philosophical Perspectives, 24, Epistemology, 2010 BOOTSTRAPPING, DEFEASIBLE REASONING, AND APRIORIJUSTIFICATION Stewart Cohen The University of Arizona What is the relationship between (rationally) justified perceptual belief and (rationally) justified belief in the reliability of perception? A familiar argument has it that this relationship makes perceptual justification impossible. For on the one hand, pre-theoretically it seems reasonable to suppose: (1) We cannot have justified perceptual beliefs without having a prior justified belief that perception is reliable. If we are not justified in believing perception is reliable, then how can we trust its deliverances? On the other hand, it seems reasonable to suppose: (2) We cannot be justified in believing perception is reliable without having prior justified perceptual beliefs. It is a contingent matter whether perception is reliable. So how else could we be justified in believing perception is reliable other than by empirical investigation?1 Combining these two suppositions yields the disastrous result that we need justified perceptual beliefs prior to having justified perceptual beliefs. Unless we are content with a skeptical result, these two suppositions need to be reconsidered. Some theorists have elected to retain (1) and deny (2), by arguing that we have apriorijustification for believing perception is reliable.2 Others have elected to retain (2) and deny (1), allowing that we can have justified perceptual beliefs without having justification for believing perception is reliable.3 Denying (1) yields what I will call “basic justification” or “basic justified beliefs” — justified beliefs that are obtained without prior justification for believing that the processes that produces them are reliable. -
Notes on Pragmatism and Scientific Realism Author(S): Cleo H
Notes on Pragmatism and Scientific Realism Author(s): Cleo H. Cherryholmes Source: Educational Researcher, Vol. 21, No. 6, (Aug. - Sep., 1992), pp. 13-17 Published by: American Educational Research Association Stable URL: http://www.jstor.org/stable/1176502 Accessed: 02/05/2008 14:02 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=aera. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We enable the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact [email protected]. http://www.jstor.org Notes on Pragmatismand Scientific Realism CLEOH. CHERRYHOLMES Ernest R. House's article "Realism in plicit declarationof pragmatism. Here is his 1905 statement ProfessorResearch" (1991) is informative for the overview it of it: of scientificrealism. -
Form and Explanation
Form and Explanation Jonathan Kramnick and Anahid Nersessian What does form explain? More often than not, when it comes to liter- ary criticism, form explains everything. Where form refers “to elements of a verbal composition,” including “rhythm, meter, structure, diction, imagery,” it distinguishes ordinary from figurative utterance and thereby defines the literary per se.1 Where form refers to the disposition of those elements such that the work of which they are a part mimes a “symbolic resolution to a concrete historical situation,” it distinguishes real from vir- tual phenomena and thereby defines the task of criticism as their ongoing adjudication.2 Both forensic and exculpatory in their promise, form’s ex- planations have been applied to circumstances widely disparate in scale, character, and significance. This is nothing new, but a recent flurry of de- bates identifying new varieties of form has thrown the unruliness of its application into relief. Taken together, they suggest that to give an account of form is to contribute to the work of making sense of linguistic meaning, aesthetic production, class struggle, objecthood, crises in the humanities and of the planet, how we read, why we read, and what’s wrong with these queries of how and why. In this context, form explains what we cannot: what’s the point of us at all? Contemporary partisans of form maintain that their high opinion of its exegetical power is at once something new in the field and the field’s 1. René Wellek, “Concepts of Form and Structure in Twentieth-Century Criticism,” Concepts of Criticism (New Haven, Conn., 1963), p. -
From Logic to Rhetoric: a Contextualized Pedagogy for Fallacies
Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 32, Fall 2015 From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies Anne-Marie Womack Abstract: This article reenvisions fallacies for composition classrooms by situating them within rhetorical practices. Fallacies are not formal errors in logic but rather persuasive failures in rhetoric. I argue fallacies are directly linked to successful rhetorical strategies and pose the visual organizer of the Venn diagram to demonstrate that claims can achieve both success and failure based on audience and context. For example, strong analogy overlaps false analogy and useful appeal to pathos overlaps manipulative emotional appeal. To advance this argument, I examine recent changes in fallacies theory, critique a-rhetorical textbook approaches, contextualize fallacies within the history and theory of rhetoric, and describe a methodology for rhetorically reclaiming these terms. Today, fallacy instruction in the teaching of written argument largely follows two paths: teachers elevate fallacies as almost mathematical formulas for errors or exclude them because they don’t fit into rhetorical curriculum. Both responses place fallacies outside the realm of rhetorical inquiry. Fallacies, though, are not as clear-cut as the current practice of spotting them might suggest. Instead, they rely on the rhetorical situation. Just as it is an argument to create a fallacy, it is an argument to name a fallacy. This article describes an approach in which students must justify naming claims as successful strategies and/or fallacies, a process that demands writing about contexts and audiences rather than simply linking terms to obviously weak statements. -
Evidence Graphs: Supporting Transparent and FAIR Computation, with Defeasible Reasoning on Data, Methods and Results
bioRxiv preprint doi: https://doi.org/10.1101/2021.03.29.437561; this version posted March 30, 2021. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted bioRxiv a license to display the preprint in perpetuity. It is made available under aCC-BY 4.0 International license. Evidence Graphs: Supporting Transparent and FAIR Computation, with Defeasible Reasoning on Data, Methods and Results Sadnan Al Manir1 [0000-0003-4647-3877], Justin Niestroy1 [0000-0002-1103-3882], Maxwell Adam Levinson1 [0000-0003-0384-8499], and Timothy Clark1,2 [0000-0003-4060-7360]* 1 University of Virginia, School of Medicine, Charlottesville VA USA 2 University of Virginia, School of Data Science, Charlottesville VA USA [email protected] *Corresponding author: [email protected] Abstract. Introduction: Transparency of computation is a requirement for assessing the va- lidity of computed results and research claims based upon them; and it is essential for access to, assessment, and reuse of computational components. These com- ponents may be subject to methodological or other challenges over time. While reference to archived software and/or data is increasingly common in publica- tions, a single machine-interpretable, integrative representation of how results were derived, that supports defeasible reasoning, has been absent. Methods: We developed the Evidence Graph Ontology, EVI, in OWL 2, with a set of inference rules, to provide deep representations of supporting and challeng- ing evidence for computations, services, software, data, and results, across arbi- trarily deep networks of computations, in connected or fully distinct processes. EVI integrates FAIR practices on data and software, with important concepts from provenance models, and argumentation theory. -
What Is a Philosophical Analysis?
JEFFREY C. KING WHAT IS A PHILOSOPHICAL ANALYSIS? (Received 24 January 1996) It is common for philosophers to offer philosophical accounts or analyses, as they are sometimes called, of knowledge, autonomy, representation, (moral) goodness, reference, and even modesty.1 These philosophical analyses raise deep questions. What is it that is being analyzed (i.e. what sorts of things are the objects of analysis)? What sort of thing is the analysis itself (a proposition? sentence?)? Under what conditions is an analysis correct? How can a correct analysis be informative? How, if at all, does the production of philo- sophical analyses differ from what scientists do? The purpose of the present paper is to provide answers to these questions. The traditional answers to the ®rst and last of these questions are that concepts are the objects of philosophical analysis and that philo- sophical analyses differ from the results of scienti®c investigation in being conceptual analyses. Like many philosophers I am suspicious of the notions of concept and conceptual analysis as traditionally understood. Though the critique of these notions is beyond the scope of the present work, the answers I shall give to the questions raised above shall not invoke concepts (understood as things distinct from properties).2 I count it as a virtue of my account that it is able to provide answers to the questions raised above without an appeal to concepts. And to the extent that it has been felt that concepts are needed to answer these questions, the present account weakens the case for positing concepts. Before addressing these questions, however, we shall make the simplifying assumption that analyses are given in a ªcanonical formº. -
Generics Analysis Canberra Plan.Pdf
Philosophical Perspectives, 26, Philosophy of Mind, 2012 CONCEPTS, ANALYSIS, GENERICS AND THE CANBERRA PLAN1 Mark Johnston Princeton University Sarah-Jane Leslie2 Princeton University My objection to meanings in the theory of meaning is not that they are abstract or that their identity conditions are obscure, but that they have no demonstrated use.3 —Donald Davidson “Truth and Meaning” From time to time it is said that defenders of conceptual analysis would do well to peruse the best empirically supported psychological theories of concepts, and then tailor their notions of conceptual analysis to those theories of what concepts are.4 As against this, there is an observation — traceable at least as far back to Gottlob Frege’s attack on psychologism in “The Thought” — that might well discourage philosophers from spending a week or two with the empirical psychological literature. The psychological literature is fundamentally concerned with mental representations, with the mental processes of using these in classification, characterization and inference, and with the sub-personal bases of these processes. The problem is that for many philosophers, concepts could not be mental items. (Jerry Fodor is a notable exception, we discuss him below.) We would like to set out this difference of focus in some detail and then propose a sort of translation manual, or at least a crucial translational hint, one which helps in moving between philosophical and psychological treatments of concepts. Then we will consider just how, given the translation, the relevant -
The Ontic Account of Scientific Explanation
Chapter 2 The Ontic Account of Scientific Explanation Carl F. Craver Abstract According to one large family of views, scientific explanations explain a phenomenon (such as an event or a regularity) by subsuming it under a general representation, model, prototype, or schema (see Bechtel, W., & Abrahamsen, A. (2005). Explanation: A mechanist alternative. Studies in History and Philosophy of Biological and Biomedical Sciences, 36(2), 421–441; Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge: MIT Press; Darden (2006); Hempel, C. G. (1965). Aspects of scientific explanation. In C. G. Hempel (Ed.), Aspects of scientific explanation (pp. 331– 496). New York: Free Press; Kitcher (1989); Machamer, P., Darden, L., & Craver, C. F. (2000). Thinking about mechanisms. Philosophy of Science, 67(1), 1–25). My concern is with the minimal suggestion that an adequate philosophical theory of scientific explanation can limit its attention to the format or structure with which theories are represented. The representational subsumption view is a plausible hypothesis about the psychology of understanding. It is also a plausible claim about how scientists present their knowledge to the world. However, one cannot address the central questions for a philosophical theory of scientific explanation without turning one’s attention from the structure of representations to the basic commitments about the worldly structures that plausibly count as explanatory. A philosophical theory of scientific explanation should achieve two goals. The first is explanatory demarcation. It should show how explanation relates with other scientific achievements, such as control, description, measurement, prediction, and taxonomy. The second is explanatory normativity. -
Analysis - Identify Assumptions, Reasons and Claims, and Examine How They Interact in the Formation of Arguments
Analysis - identify assumptions, reasons and claims, and examine how they interact in the formation of arguments. Individuals use analytics to gather information from charts, graphs, diagrams, spoken language and documents. People with strong analytical skills attend to patterns and to details. They identify the elements of a situation and determine how those parts interact. Strong interpretations skills can support high quality analysis by providing insights into the significance of what a person is saying or what something means. Inference - draw conclusions from reasons and evidence. Inference is used when someone offers thoughtful suggestions and hypothesis. Inference skills indicate the necessary or the very probable consequences of a given set of facts and conditions. Conclusions, hypotheses, recommendations or decisions that are based on faulty analysis, misinformation, bad data or biased evaluations can turn out to be mistaken, even if they have reached using excellent inference skills. Evaluative - assess the credibility of sources of information and the claims they make, and determine the strength and weakness or arguments. Applying evaluation skills can judge the quality of analysis, interpretations, explanations, inferences, options, opinions, beliefs, ideas, proposals, and decisions. Strong explanation skills can support high quality evaluation by providing evidence, reasons, methods, criteria, or assumptions behind the claims made and the conclusions reached. Deduction - decision making in precisely defined contexts where rules, operating conditions, core beliefs, values, policies, principles, procedures and terminology completely determine the outcome. Deductive reasoning moves with exacting precision from the assumed truth of a set of beliefs to a conclusion which cannot be false if those beliefs are untrue. Deductive validity is rigorously logical and clear-cut. -
Redalyc.Evaluation of Consistency of the Knowledge in Agents
Acta Universitaria ISSN: 0188-6266 [email protected] Universidad de Guanajuato México Contreras, Meliza; Rodriguez, Miguel; Bello, Pedro; Aguirre, Rodolfo Evaluation of Consistency of the Knowledge in Agents Acta Universitaria, vol. 22, marzo, 2012, pp. 42-47 Universidad de Guanajuato Guanajuato, México Available in: http://www.redalyc.org/articulo.oa?id=41623190006 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative Universidad de Guanajuato * ∗ ∗ ∗ In recent years, many formalisms have been proposed in the Artificial Intelligence literature to model common- sense reasoning. So, the revision and transformation of knowledge is widely recognized as a key problem in knowledge representation and reasoning. Reasons for the importance of this topic are the facts that intelligent systems are gradually developed and refined, and that often the environment of an intelligent system is not static but changes over time [4, 9]. Belief revision studies reasoning with changing information. Traditionally, belief revision techniques have been expressed using classical logic. Recently, the study of knowledge revision has increased since it can be applied to several areas of knowledge. Belief revision is a system that contains a corpus of beliefs which can be changed to accommodate new knowledge that may be inconsistent with any previous beliefs. Assuming the new belief is correct, as many of the previous ones should be removed as necessary so that the new belief can be in- corporated into a consistent corpus.