DOCSLIB.ORG

SOCIALLY SITUATING MORAL KNOWLEDGE by ANNALEIGH ELIZABETH CURTIS B.A., Washburn University, 2008 M.A., University of Colorado at Boulder, 2012

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SOCIALLY SITUATING MORAL KNOWLEDGE by ANNALEIGH ELIZABETH CURTIS B.A., Washburn University, 2008 M.A., University of Colorado at Boulder, 2012 SOCIALLY SITUATING MORAL KNOWLEDGE by ANNALEIGH ELIZABETH CURTIS B.A., Washburn University, 2008 M.A., University of Colorado at Boulder, 2012 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Philosophy 2013 This thesis entitled: Socially Situating Moral Knowledge written by Annaleigh Elizabeth Curtis has been approved for the Department of Philosophy (Alison Jaggar) (Adam Hosein) (Graham Oddie) (Alastair Norcross) (Celeste Montoya) Date The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above mentioned discipline. iii Curtis, Annaleigh Elizabeth (Ph.D. Philosophy) Socially Situating Moral Knowledge Thesis directed by Professor Alison M. Jaggar I seek to provide a partial answer to this question: what is epistemically required of us as socially situated moral agents? We are familiar with the idea that each of us, as moral agents, has a set of moral obligations—to be kind, to be fair, to do good, or whatever. We are also familiar with the idea that each of us, as epistemic agents, has a set of epistemic obligations—to believe truly, to follow our evidence, to engage in inquiry, or whatever. But moral agents also have epistemic obligations that arise specifically out of the challenge of figuring out what is morally required. I argue that several commonly held accounts of our epistemic obligations as moral agents are seriously flawed; they get the methodological question wrong, perhaps at the expense of the practical question. The commonly held epistemic obligations against which I argue hold that: we can reason about morality alone or in relatively closed groups, we should not accept as true the testimony of someone whose reasons we do not understand, and we should always believe in proportion to the evidence we have. Further, each of these accounts is flawed as a result of a similar pair of crucial missteps. First, each of these views about moral method is insufficiently attentive to the role and value of epistemic communities. Second, each of these views fails to take seriously empirical evidence about human cognition. iv ACKNOWLEDGMENTS Like any philosophical work, this dissertation has been the product of my interactions with many people and many communities. I want to thank all of them, but I will probably fail in the attempt. First I thanks to my committee members, Adam Hosein, Graham Oddie, Alastair Norcoss, and Celeste Montoya, who have been helpful and encouraging, as well as Chris Heathwood, who provided helpful comments on my prospectus. I especially want to thank my advisor, Alison Jaggar, without whom I could not have written this. Whenever I have thought I was on to an exciting idea, I have discovered that she has already written about it, often many years before, with more style and insight than I could hope to have. Her help has made me better in every way. It has been a true pleasure. I also want to thank the University of Colorado at Boulder Departments of Philosophy and Women and Gender Studies. Without the Philosophy Department's Dissertation Fellowship in the Spring of 2013, I would not have been able to finish so quickly, or to immerse myself so much in thinking and writing. I am grateful for the tireless work of Maureen Detmer, Karen Sites, Tim Putnam, and Kyle Clabaugh, who really keep the Philosophy Department going. Thanks also to Claudia Mills, Brian Talbot, Eric Chwang, Mitzi Lee, Kathryn Koslicki, David Boonin, Wes Morriston, and Rob Rupert who have helped me along the way. I also want to thank all of my fellow graduate students, who have inspired and helped me through their own work, their presence in classes and talks, and their conversation. Special thanks to Chelsea Haramia, Tom Metcalf, Kelly Vincent, Julia Gibson, Emma Kobil, Amber Arnold, Dan Lowe, Cory Aragon, and honorary philosopher-cum-scientist Karen Lewis. Kelly and Julia have also been v excellent housemates, friends, and caretakers for my cat, Kitty MacKinnon (who I would thank, but she refuses to read any of my work—just kidding, thanks Kitty), when I have been away. Before philosophy was my intellectual home, debate was. Thanks to my past debate coaches, Russ Tidwell, Jim Schoebelen, Steve Doubledee, and Kevin O'Leary, my high school debate partner and friend, Susan Alsop, as well as my college debate partner and fellow philosopher, Marcus Schultz-Bergin. Thanks to my philosophy professors at Washburn University, Harold Rood, Jorge Nobo, and Russ Jacobs, who encouraged my interest in philosophy and taught me well. Many people provided me with comments on ideas related to this dissertation at various stages. Thanks to audiences at the International Social Philosophy Conference (2011 and 2012), the Feminist Ethics and Social Theory Conference (2011), the United Kingdom's Society for Women in Philosophy Conference (2011), the Intermountain Philosophy Conference (2012), and the Center for Values and Social Policy the Morris Colloquium at CU. Thanks also to individuals who provided me with comments: Barrett Emerick, Jason Wyckoff, Karen Lewis, Dan, Julia, and Sally Haslanger. Thanks to Barrett for being my friend from the first day I set foot in Boulder, and for encouraging me philosophically and personally every step of the way since. Likewise, thanks to my kindred spirit Jessica Otto, with whom I formed an epistemic community of two that was indispensable to my development as a person and a feminist. I can hardly imagine anyone having better parents than my own, Lea Ann and Steve Curtis, and I thank them for making me into the person I am today. Finally, I want to thank my partner, Jason. You are the best, and that's that. vi CONTENTS CHAPTER ONE .............................................................................................................................1 Socially Situating Moral Knowledge...............................................................................................1 1. Introduction........................................................................................…................................1 1.1. Epistemic Obligations and Moral Method......................................................................1 1.2. Refocusing the Debates...................................................................................................2 2. Current Understandings of Moral Method.............................................................................4 2.1. Epistemology and the Individual ...................................................................................4 2.2. Socializing Epistemology ..............................................................................................6 2.3. Moral Epistemology and the Individual .........................................................................9 2.4. Socializing Moral Epistemology ..................................................................................10 3. Chapter Overview................................................................................................................. 12 CHAPTER TWO...........................................................................................................................18 Epistemic Norms and Epistemic Communities.............................................................................18 1. Introduction.......................................................................................................................... 18 2. Epistemic Norms.................................................................................................................. 18 2.1. The Epistemic Point of View........................................................................................19 2.2. Normative Terminology Employed...............................................................................21 3. Truth as Epistemic Goal....................................................................................................... 23 3.1. Truth Over Time or Truth at a Time?............................................................................24 3.2. Truth for Me or Truth for Us?.......................................................................................26 3.3. Any Old Truths or Interesting Truths?..........................................................................27 4. Epistemic Value—Monism or Pluralism?............................................................................ 28 5. Injustice as Methodological Guide....................................................................................... 31 6. Epistemic Injustice............................................................................................................... 33 6.1. Fricker on Testimonial Injustice....................................................................................33 6.2. Fricker on Hermeneutical Injustice ..............................................................................37 7. Wrongs Reconsidered—Epistemic Community................................................................... 39 7.1. What Makes an Epistemic Community Well-Functioning?..........................................40 7.2. Epistemic Injustice as Violation of a Well-Functioning Epistemic Community..........47 8. Does Epistemic 'Ought' Imply 'Can'?..................................................................................
Load more

Recommended publications
  • The P–T Probability Framework for Semantic Communication, Falsification, Confirmation, and Bayesian Reasoning
    philosophies Article The P–T Probability Framework for Semantic Communication, Falsification, Confirmation, and Bayesian Reasoning Chenguang Lu School of Computer Engineering and Applied Mathematics, Changsha University, Changsha 410003, China; [email protected] Received: 8 July 2020; Accepted: 16 September 2020; Published: 2 October 2020 Abstract: Many researchers want to unify probability and logic by defining logical probability or probabilistic logic reasonably. This paper tries to unify statistics and logic so that we can use both statistical probability and logical probability at the same time. For this purpose, this paper proposes the P–T probability framework, which is assembled with Shannon’s statistical probability framework for communication, Kolmogorov’s probability axioms for logical probability, and Zadeh’s membership functions used as truth functions. Two kinds of probabilities are connected by an extended Bayes’ theorem, with which we can convert a likelihood function and a truth function from one to another. Hence, we can train truth functions (in logic) by sampling distributions (in statistics). This probability framework was developed in the author’s long-term studies on semantic information, statistical learning, and color vision. This paper first proposes the P–T probability framework and explains different probabilities in it by its applications to semantic information theory. Then, this framework and the semantic information methods are applied to statistical learning, statistical mechanics, hypothesis evaluation (including falsification), confirmation, and Bayesian reasoning. Theoretical applications illustrate the reasonability and practicability of this framework. This framework is helpful for interpretable AI. To interpret neural networks, we need further study. Keywords: statistical probability; logical probability; semantic information; rate-distortion; Boltzmann distribution; falsification; verisimilitude; confirmation measure; Raven Paradox; Bayesian reasoning 1.
    [Show full text]
  • Paradoxes Situations That Seems to Defy Intuition
    Paradoxes Situations that seems to defy intuition PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 08 Jul 2014 07:26:17 UTC Contents Articles Introduction 1 Paradox 1 List of paradoxes 4 Paradoxical laughter 16 Decision theory 17 Abilene paradox 17 Chainstore paradox 19 Exchange paradox 22 Kavka's toxin puzzle 34 Necktie paradox 36 Economy 38 Allais paradox 38 Arrow's impossibility theorem 41 Bertrand paradox 52 Demographic-economic paradox 53 Dollar auction 56 Downs–Thomson paradox 57 Easterlin paradox 58 Ellsberg paradox 59 Green paradox 62 Icarus paradox 65 Jevons paradox 65 Leontief paradox 70 Lucas paradox 71 Metzler paradox 72 Paradox of thrift 73 Paradox of value 77 Productivity paradox 80 St. Petersburg paradox 85 Logic 92 All horses are the same color 92 Barbershop paradox 93 Carroll's paradox 96 Crocodile Dilemma 97 Drinker paradox 98 Infinite regress 101 Lottery paradox 102 Paradoxes of material implication 104 Raven paradox 107 Unexpected hanging paradox 119 What the Tortoise Said to Achilles 123 Mathematics 127 Accuracy paradox 127 Apportionment paradox 129 Banach–Tarski paradox 131 Berkson's paradox 139 Bertrand's box paradox 141 Bertrand paradox 146 Birthday problem 149 Borel–Kolmogorov paradox 163 Boy or Girl paradox 166 Burali-Forti paradox 172 Cantor's paradox 173 Coastline paradox 174 Cramer's paradox 178 Elevator paradox 179 False positive paradox 181 Gabriel's Horn 184 Galileo's paradox 187 Gambler's fallacy 188 Gödel's incompleteness theorems
    [Show full text]
  • A Philosophical Treatise of Universal Induction
    Entropy 2011, 13, 1076-1136; doi:10.3390/e13061076 OPEN ACCESS entropy ISSN 1099-4300 www.mdpi.com/journal/entropy Article A Philosophical Treatise of Universal Induction Samuel Rathmanner and Marcus Hutter ? Research School of Computer Science, Australian National University, Corner of North and Daley Road, Canberra ACT 0200, Australia ? Author to whom correspondence should be addressed; E-Mail: [email protected]. Received: 20 April 2011; in revised form: 24 May 2011 / Accepted: 27 May 2011 / Published: 3 June 2011 Abstract: Understanding inductive reasoning is a problem that has engaged mankind for thousands of years. This problem is relevant to a wide range of fields and is integral to the philosophy of science. It has been tackled by many great minds ranging from philosophers to scientists to mathematicians, and more recently computer scientists. In this article we argue the case for Solomonoff Induction, a formal inductive framework which combines algorithmic information theory with the Bayesian framework. Although it achieves excellent theoretical results and is based on solid philosophical foundations, the requisite technical knowledge necessary for understanding this framework has caused it to remain largely unknown and unappreciated in the wider scientific community. The main contribution of this article is to convey Solomonoff induction and its related concepts in a generally accessible form with the aim of bridging this current technical gap. In the process we examine the major historical contributions that have led to the formulation of Solomonoff Induction as well as criticisms of Solomonoff and induction in general. In particular we examine how Solomonoff induction addresses many issues that have plagued other inductive systems, such as the black ravens paradox and the confirmation problem, and compare this approach with other recent approaches.
    [Show full text]
  • Hempel and the Paradoxes of Confirmation
    HEMPEL AND THE PARADOXES OF CONFIRMATION Jan Sprenger 1 TOWARDS A LOGIC OF CONFIRMATION The beginning of modern philosophy of science is generally associated with the label of logical empiricism , in particular with the members of the Vienna Circle. Some of them, as Frank, Hahn and Neurath, were themselves scientists, others, as Carnap and Schlick, were philosophers, but deeply impressed by the scientific revolutions at the beginning of the 20th century. All of them were unified in ad- miration for the systematicity and enduring success of science. This affected their philosophical views and led to a sharp break with the “metaphysical” philosophical tradition and to a re-invention of empiricist epistemology with a strong empha- sis on science, our best source of high-level knowledge. Indeed, the members of the Vienna Circle were scientifically trained and used to the scientific method of test and observation. For them, metaphysical claims were neither verifiable nor falsifiable through empirical methods, and therefore neither true nor false, but meaningless. Proper philosophical analysis had to separate senseless (metaphysi- cal) from meaningful (empirical) claims and to investigate our most reliable source of knowledge: science. 1 The latter task included the development of formal frameworks for discovering the logic of scientific method and progress. Rudolf Carnap, who devoted much of his work to this task, was in fact one of the most influential figures of the Vienna Circle. In 1930, Carnap and the Berlin philosopher Hans Reichenbach took over the journal ‘Annalen der Philosophie’ and renamed it ‘Erkenntnis’. Under that name, it became a major publication organ for the works of the logical empiri- cists.
    [Show full text]
  • List of Paradoxes 1 List of Paradoxes
    List of paradoxes 1 List of paradoxes This is a list of paradoxes, grouped thematically. The grouping is approximate: Paradoxes may fit into more than one category. Because of varying definitions of the term paradox, some of the following are not considered to be paradoxes by everyone. This list collects only those instances that have been termed paradox by at least one source and which have their own article. Although considered paradoxes, some of these are based on fallacious reasoning, or incomplete/faulty analysis. Logic • Barbershop paradox: The supposition that if one of two simultaneous assumptions leads to a contradiction, the other assumption is also disproved leads to paradoxical consequences. • What the Tortoise Said to Achilles "Whatever Logic is good enough to tell me is worth writing down...," also known as Carroll's paradox, not to be confused with the physical paradox of the same name. • Crocodile Dilemma: If a crocodile steals a child and promises its return if the father can correctly guess what the crocodile will do, how should the crocodile respond in the case that the father guesses that the child will not be returned? • Catch-22 (logic): In need of something which can only be had by not being in need of it. • Drinker paradox: In any pub there is a customer such that, if he or she drinks, everybody in the pub drinks. • Paradox of entailment: Inconsistent premises always make an argument valid. • Horse paradox: All horses are the same color. • Lottery paradox: There is one winning ticket in a large lottery. It is reasonable to believe of a particular lottery ticket that it is not the winning ticket, since the probability that it is the winner is so very small, but it is not reasonable to believe that no lottery ticket will win.
    [Show full text]
  • Hempel's Raven Paradox, Hume's Problem of Induction, Goodman's
    Research Report KSTS/RR-19/002 September 12, 2019 (Revised November 1, 2019) Hempel’s raven paradox, Hume’s problem of induction, Goodman’s grue paradox, Peirce’s abduction, Flagpole problem are clarified in quantum language by Shiro Ishikawa Shiro Ishikawa Department of Mathematics Keio University Department of Mathematics Faculty of Science and Technology Keio University c 2019 KSTS 3-14-1 Hiyoshi, Kohoku-ku, Yokohama, 223-8522 Japan KSTS/RR-19/002 September 12, 2019 (Revised November 1, 2019) Hempel's raven paradox, Hume's problem of induction, Goodman's grue paradox, Peirce's abduction, Flagpole problem are clarified in quantum language Shiro Ishikawa *1 Abstract Recently we proposed \quantum language" (or, \the linguistic Copenhagen interpretation of quantum me- chanics", \measurement theory") as the language of science. This theory asserts the probabilistic inter- pretation of science (= the linguistic quantum mechanical worldview), which is a kind of mathematical generalization of Born's probabilistic interpretation of quantum mechanics. In this preprint, we consider the most fundamental problems in philosophy of science such as Hempel's raven paradox, Hume's problem of induction, Goodman's grue paradox, Peirce's abduction, flagpole problem, which are closely related to measurement. We believe that these problems can never be solved without the basic theory of science with axioms. Since our worldview has the axiom concerning measurement, these problems can be solved easily. Hence there is a reason to assert that quantum language gives the mathematical foundations to science.*2 Contents 1 Introduction 1 2 Review: Quantum language (= Measurement theory (=MT) ) 2 3 Hempel's raven paradox in the linguistic quantum mechanical worldview 12 4 Hume's problem of induction 19 5 The measurement theoretical representation of abduction 23 6 Flagpole problem 25 7 Conclusion; To do science is to describe phenomena by quantum language 27 1 Introduction This preprint is prepared in order to reconsider ref.
    [Show full text]
  • Philosophy of Science for Scientists: the Probabilistic Interpretation of Science
    Journal of Quantum Information Science, 2019, 9, 123-154 https://www.scirp.org/journal/jqis ISSN Online: 2162-576X ISSN Print: 2162-5751 Philosophy of Science for Scientists: The Probabilistic Interpretation of Science Shiro Ishikawa Department of Mathematics, Faculty of Science and Technology, Keio University, Yokohama, Japan How to cite this paper: Ishikawa, S. (2019) Abstract Philosophy of Science for Scientists: The Probabilistic Interpretation of Science. Recently we proposed “quantum language” (or, “the linguistic Copenhagen Journal of Quantum Information Science, interpretation of quantum mechanics”, “measurement theory”) as the lan- 9, 123-154. guage of science. This theory asserts the probabilistic interpretation of science https://doi.org/10.4236/jqis.2019.93007 (=the linguistic quantum mechanical worldview), which is a kind of mathe- Received: August 27, 2019 matical generalization of Born’s probabilistic interpretation of quantum me- Accepted: September 24, 2019 chanics. In this paper, we consider the most fundamental problems in phi- Published: September 27, 2019 losophy of science such as Hempel’s raven paradox, Hume’s problem of in- Copyright © 2019 by author(s) and duction, Goodman’s grue paradox, Peirce’s abduction, flagpole problem, Scientific Research Publishing Inc. which are closely related to measurement. We believe that these problems can This work is licensed under the Creative never be solved without the basic theory of science with axioms. Since our Commons Attribution International worldview (=quantum language) has the axiom concerning measurement, License (CC BY 4.0). http://creativecommons.org/licenses/by/4.0/ these problems can be solved easily. Thus we believe that quantum language Open Access is the central theory in philosophy of science.
    [Show full text]
  • The Raven Is Grue: on the Equivalence of Goodman's And
    On the Equivalence of Goodman’s and Hempel’s Paradoxes by Kenneth Boyce DRAFT Nevertheless, the difficulty is often slighted because on the surface there seem to be easy ways of dealing with it. Sometimes, for example, the problem is thought to be much like the paradox of the ravens (Nelson Goodman, Fact, Fiction and Forecast, p. 75) Abstract: Historically, Nelson Goodman’s paradox involving the predicates ‘grue’ and ‘bleen’ has been taken to furnish a serious blow to Carl Hempel’s theory of confirmation in particular and to purely formal theories of confirmation in general. In this paper, I argue that Goodman’s paradox is no more serious of a threat to Hempel’s theory of confirmation than is Hempel’s own paradox of the ravens. I proceed by developing a suggestion from R.D. Rosenkrantz into an argument for the conclusion that these paradoxes are, in fact, equivalent. My argument, if successful, is of both historical and philosophical interest. Goodman himself maintained that Hempel’s theory of confirmation was capable of handling the paradox of the ravens. And Hempel eventually conceded that Goodman’s paradox showed that there could be no adequate, purely syntactical theory of confirmation. The conclusion of my argument entails, by contrast, that Hempel’s theory of confirmation is incapable of handling Goodman’s paradox if and only if it is incapable of handling the paradox of the ravens. It also entails that for any adequate solution to one of these paradoxes, there is a corresponding and equally adequate solution to the other. Historically, Nelson Goodman’s paradox involving the predicates ‘grue’ and ‘bleen’ has been taken to furnish a serious blow to Carl Hempel’s theory of confirmation in particular and to purely formal theories of confirmation in general.
    [Show full text]
  • Clear Thinking, Vague Thinking and Paradoxes
    Clear thinking, vague thinking and paradoxes Arieh Lev and Gil Kaplan Abstract Many undergraduate students of engineering and the exact sciences have difficulty with their mathematics courses due to insufficient proficiency in what we in this paper have termed clear thinking. We believe that this lack of proficiency is one of the primary causes underlying the common difficulties students face, leading to mistakes like the improper use of definitions and the improper phrasing of definitions, claims and proofs. We further argue that clear thinking is not a skill that is acquired easily and naturally – it must be consciously learned and developed. The paper describes, using concrete examples, how the examination and analysis of classical paradoxes can be a fine tool for developing students’ clear thinking. It also looks closely at the paradoxes themselves, and at the various solutions that have been proposed for them. We believe that the extensive literature on paradoxes has not always given clear thinking its due emphasis as an analytical tool. We therefore suggest that other disciplines could also benefit from drawing upon the strategies employed by mathematicians to describe and examine the foundations of the problems they encounter. Introduction Students working towards a B.A. in the exact sciences and in engineering encounter significant difficulties in their mathematics courses from day one. These students must be able to read, understand and accurately repeat definitions, and to skillfully and rigorously read and write mathematical claims and laws. In other words, they must be skilled in what this paper will refer to as "clear thinking": thinking that requires one to fully understand what concepts mean, to be able to use those concepts accurately, and to understand and express definitions and claims fully and accurately.
    [Show full text]
  • 17.09 Questions, Answers, and Evidence
    Scientific Method and Research Ethics 17.09 Questions, Answers, and Evidence Dr. C. D. McCoy Plan for Part 1: Deduction 1. Logic, Arguments, and Inference 1. Questions and Answers 2. Truth, Validity, and Soundness 3. Inference Rules and Formal Fallacies 4. Hypothetico-Deductivism What is Logic? • “What is logic?” is a question that philosophers and logicians have debated for millennia. We won’t attempt to give a complete answer to it here… Historical Perspectives on Logic • Aristotle held that logic is the instrument by which we come to know: important to coming to know is understanding the nature of things, especially the necessity of things. • Immanuel Kant held that logic is a “canon of reasoning”: a catalog of the correct forms of judgment. Logic is formal; it abstracts completely from semantic content. • Gottlob Frege held that logic is a “body of truths”: it has its own unique subject matter, which includes concepts and objects (like numbers!). • Many authors also hold that “generality” and “truth” are central notions in logic. Reasoning and Argument • Reasoning is a cognitive process that • Begins from facts, assumptions, principles, examples, instances, etc. • And ends with a solution, a conclusion, a judgment, a decision, etc. • In logic we call an item of reasoning an argument. • An argument consists in a series of statements, called the premisses, and a single statement, called the conclusion. Assessing Arguments • One reason to study logic is to understand why some instances of reasoning are good and why some are bad. • Logic neatly separates the ways arguments can be good or bad into two kinds: • The truth of the premisses.
    [Show full text]
  • Hempel's Raven Paradox
    HEMPEL’S RAVEN PARADOX: A LACUNA IN THE STANDARD BAYESIAN SOLUTION Peter B. M. Vranas [email protected] Iowa State University 7 July 2003 Abstract. According to Hempel’s paradox, evidence (E) that an object is a nonblack nonraven confirms the hypothesis (H) that every raven is black. According to the standard Bayesian solution, E does confirm H but only to a minute degree. This solution relies on the almost never explicitly defended assumption that the probability of H should not be affected by evidence that an object is nonblack. I argue that this assumption is implausible, and I propose a way out for Bayesians. 1. Introduction.1 “What do you like best about philosophy?” my grandmother asks. “Every philosopher is brilliant!” I unhesitatingly reply. “That’s hardly believable” my grandmother responds. To convince her I perform an experiment. I choose randomly a person, Rex, from the telephone directory. Predictably enough, Rex is neither brilliant nor a philosopher. “You see,” I crow, “this confirms my claim that every philosopher is brilliant!” My grandmother is unimpressed. I repeat the experiment: I choose randomly another person, Kurt. Surprisingly, Kurt is both a philosopher and brilliant. Now my grandmother is really impressed. “Look, grandma,” I patiently explain, “you are being irrational. The fact that Kurt is both a philosopher and brilliant confirms the hypothesis that every philosopher is brilliant—or so you accept. But then the fact that Rex is both nonbrilliant and a nonphilosopher confirms the hypothesis that everything nonbrilliant is a nonphilosopher, and thus also confirms the logically equivalent hypothesis that every philosopher is brilliant—or so you should accept.” “Young man, you are being impertinent” my grandmother retorts.
    [Show full text]
  • Science and Mathematics Education Centre
    Science and Mathematics Education Centre Students’ Understanding of Evidence in Science through Studying Paradoxes and the Principle of Falsification Steven C. Lockwood This thesis is presented as part of the requirement of the award of the Degree of Doctor of Philosophy of the Curtin University of Technology February 2014 Declaration This thesis does not contain material accepted, in any university, for the award of any other degree or diploma. To the best of my knowledge and belief this thesis contains no material previously published by any other person except where due acknowledgement has been made. Signature: Date: 2 Acknowledgements To my wife Sue, and my children, Morgan, Darcy and Alec, (born during the long and protracted process of thesis generation and writing) I owe a debt of gratitude not least for their preparedness to excuse my absences from fatherly duties but also for their acceptance of my often irritating logical semantics, one of the side-effects of the study of paradox. A particular ‘thank you’ goes to Dr Bevis Yaxley (dec.) and Dr Roya Pugh whose contributions to my well-being during times of challenge, not the least of which occurred when my wife Sue died from breast cancer, afforded me the courage to persist where I may have resolved to give up. To my students, past and present, without whom I would not have written this thesis, particularly those students described admirably by the writer Jorge Luis Borges in his book Labyrinths which I paraphrase. …although I could expect nothing from those students who passively accepted my doctrines, I could of those who, at times, would venture a reasonable contradiction.
    [Show full text]