The Progress and Rationality of Philosophy As a Cognitive Enterprise
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Would ''Direct Realism'' Resolve the Classical Problem of Induction?
NOU^S 38:2 (2004) 197–232 Would ‘‘Direct Realism’’ Resolve the Classical Problem of Induction? MARC LANGE University of North Carolina at Chapel Hill I Recently, there has been a modest resurgence of interest in the ‘‘Humean’’ problem of induction. For several decades following the recognized failure of Strawsonian ‘‘ordinary-language’’ dissolutions and of Wesley Salmon’s elaboration of Reichenbach’s pragmatic vindication of induction, work on the problem of induction languished. Attention turned instead toward con- firmation theory, as philosophers sensibly tried to understand precisely what it is that a justification of induction should aim to justify. Now, however, in light of Bayesian confirmation theory and other developments in epistemology, several philosophers have begun to reconsider the classical problem of induction. In section 2, I shall review a few of these developments. Though some of them will turn out to be unilluminating, others will profitably suggest that we not meet inductive scepticism by trying to justify some alleged general principle of ampliative reasoning. Accordingly, in section 3, I shall examine how the problem of induction arises in the context of one particular ‘‘inductive leap’’: the confirmation, most famously by Henrietta Leavitt and Harlow Shapley about a century ago, that a period-luminosity relation governs all Cepheid variable stars. This is a good example for the inductive sceptic’s purposes, since it is difficult to see how the sparse background knowledge available at the time could have entitled stellar astronomers to regard their observations as justifying this grand inductive generalization. I shall argue that the observation reports that confirmed the Cepheid period- luminosity law were themselves ‘‘thick’’ with expectations regarding as yet unknown laws of nature. -
1 What Is Scientific Progress?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive What is Scientific Progress? Lessons from Scientific Practice Moti Mizrahi St. John’s University Forthcoming in Journal for General Philosophy of Science Abstract: Alexander Bird argues for an epistemic account of scientific progress, whereas Darrell Rowbottom argues for a semantic account. Both appeal to intuitions about hypothetical cases in support of their accounts. Since the methodological significance of such appeals to intuition is unclear, I think that a new approach might be fruitful at this stage in the debate. So I propose to abandon appeals to intuition and look at scientific practice instead. I discuss two cases that illustrate the way in which scientists make judgments about progress. As far as scientists are concerned, progress is made when scientific discoveries contribute to the increase of scientific knowledge of the following sorts: empirical, theoretical, practical, and methodological. I then propose to articulate an account of progress that does justice to this broad conception of progress employed by scientists. I discuss one way of doing so, namely, by expanding our notion of scientific knowledge to include both know-that and know-how. Keywords: aim of science; Alexander Bird; Darrell Rowbottom; scientific knowledge; scientific practice; scientific progress 1 1. Introduction According to Chang (2007, p. 1), “Scientific progress remains one of the most significant issues in the philosophy of science today.” This is partly because it seems rather odd to deny that science is making progress, but it is difficult to articulate in what sense exactly science is making progress. -
Pragmatism and Progressivism in the Educational Thought and Practices of Booker T
PRAGMATISM AND PROGRESSIVISM IN THE EDUCATIONAL THOUGHT AND PRACTICES OF BOOKER T. WASHINGTON Ronald E. Chennault DePaul University Few men, particularly Black men, have wielded the power and influence of Booker T. Washington during his lifetime. A good deal of his colorful life is recounted in his autobiography, Up from Slavery.1 Here Washington details the most notable events of his life, from the time he spent in slavery as a youth, to his exploits and education during his adolescence, and well into his career as head of the then-Tuskegee Normal and Industrial Institute in Alabama. Washington tells of his experiences at present-day Hampton University and the extraordinary influence the lessons he learned and the people he met there had on his life philosophy. He also reserves a large part of his story to describe numerous occasions during which he spread his institution’s seeds of success and offered his advice on improving America’s race relations. Yet as revealing as his account is, both by reading its lines and between its lines, Washington’s autobiography represents only a piece of his life’s puzzle. If Washington is the “trickster” that Harlan imagines and McElroy argues,2 a fairer and fuller understanding of Washington’s wizardry necessitates moving beyond his autobiography. Restricting our understanding of Washington to his self-representation in Up from Slavery (even extending to his photographic self-representation)3 and allowing his account to epitomize his worldview does more than “oversimplify Washington . it further contributes to the uncritical acceptance of Washington’s propagandistic portrayal of Tuskegee’s goals, programs, and accomplishments.”4 Many gaps in his life story can be filled by consulting primary sources such as Washington’s writings and speeches as well as by looking to extensive biographical and numerous scholarly works on Washington. -
Progress Pacific: the Fastest Way to Turn Ideas Into Business Reality
OVERVIEW www.progress.com THE FASTEST WAY TO TURN IDEAS INTO BUSINESS REALITY OVERVIEW Businesses require powerful applications with purpose. Today, business works in the HIGHLIGHTS palm of your user’s hands—so your applications must work there as well. To meet Rapid application business user expectations, your company must have a simple way to create apps fast development: Browser- without relying on deep technical skills or expensive IT resources. Apps must connect to based visual design critical data in real-time. And they must be able to analyze data results immediately. requiring minimal coding Mobile & Web: Create apps WHAT IT DOES tailored for the best web and Progress® Pacific™ is a modern Platform-as-a-Service (PaaS) that makes it easy for mobile experience businesses to rapidly build data-driven apps and deploy them on any cloud or device. Data driven: Connect your The Pacific (PaaS gives you the freedom to choose the data sources, deployment app to the data used inside environments and business logic that best fit your needs. Support your enterprise, your company and by your developers and customers with cloud-enabled applications and grow into new markets customers with Progress Pacific. Gain business insight: Self- service data integration, BENEFITS report building and CREATE NEW APPS FAST WITH MINIMAL CODING collaboration Modern application development is about the immediate ability to turn ideas into Platform Services: deployed solutions. Your customers want to move from “What if?” to “Now I can” as Core architectural and soon as tomorrow. Your Pacific installation includes a rapid application development governance services enable platform that works within a web browser. -
Paul Feyerabend
Against Method Fourth Edition Paul Feyerabend VERSO London • New York Analytical Index Being a Sketch of the Main Argument Introdnction 1 Science is an essentially anarchic enterprise: theoretical anarchism is more humanitarian and more likely to encourage progress than its law-and-order alternatives. 1 7 This is shown both by an examination of historical episodes and by an abstract analysis of the relation between idea and action. The only principle that does not inhibit progress is: anything goes. 2 13 For example, we may use hypotheses that contradict well-confirmed theories and/or well-established experimental results. We may advance science by proceeding counterinductively. 3 17 The consistency condition which demands that new hypotheses agree with accepted theories is unreasonable because it preserves the older theory, and not the better theory. Hypotheses contradicting well-confirmed theories give us evidence that cannot be obtained in any other way. Proliferation of theories is beneficial for science, while uniformity impairs its critical power. Uniformity also endangers the free development of the individual. 4 ~ There is no idea, however ancient and absurd, that is not capable of improving our knowledge. The whole history of thought is absorbed into science and is used for improving every single theory. Nor is political interference rejected. It may be needed to overcome the chauvinism of science that resists alternatives to the status quo. xxx ANAL YTICAL INDEX 5 33 No theory ever agrees with all the facts in its domain, yet it is not always the theory that is to blame. Facts are constituted by older ideologies, and a clash between facts and theories may be proof ofprogress. -
CURRICULUM VITAE January, 2018 DANIEL GARBER
CURRICULUM VITAE January, 2018 DANIEL GARBER Position: A. Watson Armour III University Professor of Philosophy Address: Department of Philosophy 1879 Hall Princeton University Princeton, NJ 08544-1006 Address (September 2017-July 2018) Institut d’études avancées 17, quai d’Anjou 75004 Paris France Telephone: 609-258-4307 (voice) 609-258-1502 (FAX) 609-258-4289 (Departmental office) Email: [email protected] Erdös number: 16 EDUCATIONAL RECORD Harvard University, 1967-1975 A.B. in Philosophy, 197l A.M. in Philosophy, 1974 Ph.D. in Philosophy, 1975 TEACHING EXPERIENCE Princeton University 2002- Professor of Philosophy and Associated Faculty, Program in the History of Science 2005-12 Chair, Department of Philosophy 2008-09 Old Dominion Professor 2009- Associated Faculty, Department of Politics 2009-16 Stuart Professor of Philosophy Garber -2- 2016- A. Watson Armour III University Professor of Philosophy University of Chicago 1995-2002 Lawrence Kimpton Distinguished Service Professor in Philosophy, the Committee on Conceptual and Historical Studies of Science, the Morris Fishbein Center for Study of History of Science and Medicine and the College 1986-2002 Professor 1982-86 Associate Professor (with tenure) 1975-82 Assistant Professor 1998-2002 Chairman, Committee on Conceptual and Historical Studies of Science (formerly Conceptual Foundations of Science) 2001 Acting Chairman, Department of Philosophy 1995-98 Associate Provost for Education and Research 1994-95 Chairman, Conceptual Foundations of Science 1987-94 Chairman, Department of Philosophy Harvard College 1972-75 Teaching Assistant and Tutor University of Minnesota, Spring 1979, Visiting Assistant Professor of Philosophy Johns Hopkins University, 1980-1981, Visiting Assistant Professor of Philosophy Princeton University 1982-1983 Visiting Associate Professor of Philosophy Institute for Advanced Study, Princeton, 1985-1986, Member École Normale Supérieure (Lettres) (Lyon, France), November 2000, Professeur invitée. -
Crop Progress
Crop Progress ISSN: 1948-3007 Released August 9, 2021, by the National Agricultural Statistics Service (NASS), Agricultural Statistics Board, United States Department of Agriculture (USDA). Corn Silking – Selected States [These 18 States planted 92% of the 2020 corn acreage] Week ending 2016-2020 State August 8, August 1, August 8, Average 2020 2021 2021 (percent) (percent) (percent) (percent) Colorado ............................................. 93 86 95 89 Illinois ................................................. 99 96 97 97 Indiana ............................................... 96 93 96 92 Iowa .................................................... 98 92 96 96 Kansas ............................................... 94 88 93 94 Kentucky ............................................. 94 91 93 93 Michigan ............................................. 94 91 97 83 Minnesota ........................................... 99 96 99 96 Missouri .............................................. 99 89 96 98 Nebraska ............................................ 97 97 99 96 North Carolina .................................... 100 98 100 99 North Dakota ...................................... 90 69 86 89 Ohio .................................................... 93 88 93 87 Pennsylvania ...................................... 72 57 72 83 South Dakota ...................................... 94 83 94 91 Tennessee .......................................... 97 95 97 98 Texas ................................................. 97 93 94 97 Wisconsin .......................................... -
Stephen Pepper's World Hypotheses: Season 1, Episode 1 Welcome To
Stephen Pepper’s World Hypotheses: Season 1, Episode 1 Welcome to the first episode of the Stephen Pepper thread. The focus of this post is World Hypotheses, Chapters 1-4. My reflections today are largely confined to definitional matters, but I also hope to set the stage for an examination (in my next post) of Pepper’s “root metaphor” theory. Perhaps the clearest path into Pepper’s thought is to consider the place where most of us began our intellectual journey: common sense. For Pepper, common sense includes “the sorts of things we think of when we ordinarily read the papers…or the sort of things we see and hear and smell and feel as we walK along the street or in the country…” (p. 39). Pepper considers common sense as a loose synonym for Plato’s notion of “opinion” (p. 39). I’m also reminded of the “natural attitude” described by phenomenologists. For Pepper, the world of common sense can be characterized as “secure” in the sense that it is “never lacking” – i.e., we can always fall back on it: • “No cognition can sink lower than common sense, for when we completely give up trying to Know anything, then is precisely when we Know things in the common-sense way. In that lies the security of common sense” (p. 43). But, in spite of its security, common sense is also “cognitively irritable”: • “The materials of common sense are changing, unchanging, contradictory, vague, rigid, muddled, melodramatically clear, unorganized, rationalized, dogmatic, shrewdly dubious, recKlessly dubious, piously felt, playfully enjoyed, and so forth. -
Issues in the Normativity of Logic and the Logic As Model View By
Issues in the Normativity of Logic and the Logic as Model View by Haggeo Cadenas A Thesis Presented in Partial Fulfillment of the Requirements for the Degree Master of Arts Approved November 2017 by the Graduate Supervisory Committee Angel Pinillos, Chair Bernard Kobes Shyam Nair Richard Creath ARIZONA STATE UNIVERSITY December 2017 ABSTRACT After surveying the literature on the normativity of logic, the paper answers that logic is normative for reasoning and rationality. The paper then goes on to discuss whether this constitutes a new problem in issues in normativity, and the paper affirms that it does. Finally, the paper concludes by explaining that the logic as model view can address this new problem. i TABLE OF CONTENTS Page INTRODUCTION………………………………………………………………………...1 A ROMP THROUGH THE NORMATIVITY OF LOGIC: HARMAN AND THE NORMATIVITY OF LOGIC ……………...……………………………………………..6 Can Harman-esque Worries Lead to Normative Skepticism? ..............................17 Is Logic Normative?..............................................................................................19 WHY THINK THERE IS A UNIQUE PROBLEM?.......................................................22 Field’s account of the Normativity of Logic………………..…………………..35 Field and the Instrumental Conception of Epistemic Rationality………………..38 THE LOGIC AS MODEL VIEW AND NORMATIVITY……………………………...47 Three Ways Logic Might Relate to Reasoning……………………….………….47 An Elaboration of the Logic as Model View…………………………………….50 The Logic as Model View: A Layout, Application, and Analysis………….……55 A Layout………………………………………………………………………....55 The Application and Analysis……………………………………………………58 CONCLUSION…………………………………………………………………………..62 BIBLIOGRAPHY………………………………………………………………………..64 ii Issues in the Normativity of Logic and the Logic as Model View §1: Introduction What was the charge that Plato and Socrates levied against to sophists? Simply put, it’s that they, “made the weaker argument appear the stronger?” Surprisingly, this charge was brought against Socrates in his trial. -
An Introduction to Philosophy
An Introduction to Philosophy W. Russ Payne Bellevue College Copyright (cc by nc 4.0) 2015 W. Russ Payne Permission is granted to copy, distribute and/or modify this document with attribution under the terms of Creative Commons: Attribution Noncommercial 4.0 International or any later version of this license. A copy of the license is found at http://creativecommons.org/licenses/by-nc/4.0/ 1 Contents Introduction ………………………………………………. 3 Chapter 1: What Philosophy Is ………………………….. 5 Chapter 2: How to do Philosophy ………………….……. 11 Chapter 3: Ancient Philosophy ………………….………. 23 Chapter 4: Rationalism ………….………………….……. 38 Chapter 5: Empiricism …………………………………… 50 Chapter 6: Philosophy of Science ………………….…..… 58 Chapter 7: Philosophy of Mind …………………….……. 72 Chapter 8: Love and Happiness …………………….……. 79 Chapter 9: Meta Ethics …………………………………… 94 Chapter 10: Right Action ……………………...…………. 108 Chapter 11: Social Justice …………………………...…… 120 2 Introduction The goal of this text is to present philosophy to newcomers as a living discipline with historical roots. While a few early chapters are historically organized, my goal in the historical chapters is to trace a developmental progression of thought that introduces basic philosophical methods and frames issues that remain relevant today. Later chapters are topically organized. These include philosophy of science and philosophy of mind, areas where philosophy has shown dramatic recent progress. This text concludes with four chapters on ethics, broadly construed. I cover traditional theories of right action in the third of these. Students are first invited first to think about what is good for themselves and their relationships in a chapter of love and happiness. Next a few meta-ethical issues are considered; namely, whether they are moral truths and if so what makes them so. -
The Rationality Postulate in Economics: Its Ambiguity, Its Deficiency and Its Evolutionary Alternative
Walter Eucken Institut ORDO Constitutio in Libertate The Rationality Postulate in Economics: Its Ambiguity, its Deficiency and its Evolutionary Alternative Viktor J. Vanberg 03/3 Freiburger Diskussionspapiere zur Ordnungsökonomik Freiburg Discussion Papers on Constitutional Economics Institut für Allgemeine Wirtschaftsforschung Abteilung für Wirtschaftspolitik Albert-Ludwigs-Universität Freiburg i. Br. ISSN 1437-1510 The Rationality Postulate in Economics: Its Ambiguity, its Deficiency and its Evolutionary Alternative Viktor J. Vanberg 03/3 Albert-Ludwigs-Universität Freiburg und Walter Eucken Institut, Freiburg [email protected] Freiburger Diskussionspapiere zur Ordnungsökonomik Freiburg Discussionpapers on Constitutional Economics 03/3 ISSN 1437-1510 Walter Eucken Institut, Goethestr. 10, D-79100 Freiburg i. Br. Tel.Nr.: +49 +761 / 79097 0; Fax.Nr.: +49 +761 / 79097 97 http://www.walter-eucken-institut.de Institut für Allgemeine Wirtschaftsforschung; Abteilung für Wirtschaftspolitik; Albert-Ludwigs-Universität Freiburg, D-79085 Freiburg i. Br. Tel.Nr.: +49 +761 / 203 2317; Fax.Nr.: +49 +761 / 203 2322 http://www.vwl.uni-freiburg.de/fakultaet/wipo/ The Rationality Postulate in Economics: Its Ambiguity, its ∗ Deficiency and its Evolutionary Alternative by Viktor J. Vanberg Albert-Ludwigs-Universität Freiburg Wirtschafts- und Verhaltenswissenschaftliche Fakultät Abteilung Wirtschaftspolitik und Walter Eucken Institut 1. Introduction 2. Rationality Principle vs. Rationality Hypotheses 3. Gary S. Becker’s Economic Approach to Human Behavior: Rationality Principle or Rationality Hypothesis? 4. The ‘Economic Approach’ Between Rationality Principle and Rationality Hypotheses 5. An Evolutionary Alternative to the Rational Choice Paradigm 6. J.H. Holland’s Theory of Rule-Based Adaptive Agents 7. Rationality and Markets 8. Conclusion Abstract: Though the rationality postulate is generally considered the paradigmatic core of economics, there is little agreement about its specific content and methodological status. -
Logic in the Light of Cognitive Science
STUDIES IN LOGIC, GRAMMAR AND RHETORIC 48 (61) 2016 DOI: 10.1515/slgr-2016-0057 Jan Woleński University of Information, Technology and Management Rzeszow LOGIC IN THE LIGHT OF COGNITIVE SCIENCE Abstract. Logical theory codifies rules of correct inferences. On the other hand, logical reasoning is typically considered as one of the most fundamental cognitive activities. Thus, cognitive science is a natural meeting-point for investigations about the place of logic in human cognition. Investigations in this perspec- tive strongly depend on a possible understanding of logic. This paper focuses on logic in the strict sense; that is, the theory of deductive inferences. Two problems are taken into account, namely: (a) do humans apply logical rules in ordinary reasoning?; (b) the genesis of logic. The second issue is analyzed from the naturalistic point of view. Keywords: logica docens, logica utens, rules of inference, genetic code, natural- ism, information. Logic is traditionally considered as very closely associated with cogni- tive activities. Philosophers and psychologists frequently say that human rationality consists in using logical tools in thinking and other cognitive ac- tivities, e.g. making decisions. In particular, reasoning and its correctness seem to have their roots in a faculty, which, by way of analogy with the lan- guage faculty, could be viewed as logical competence. On the other hand, one might also argue, logical competence itself is a manifestation of logic. Independently, whether logic is prior to logical competence or whether the latter has its grounds in the former, the concept of logic is indispensable for any analysis of the practice of inferences performed by humans as well as perhaps other species.1 The above, a very sketchy introduction, justifies taking the concept of logic as fundamental for my further analysis of logical aspects related to the cognitive space.