The Problem of Induction
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What Is the Balance Between Certainty and Uncertainty?
What is the balance between certainty and uncertainty? Susan Griffin, Centre for Health Economics, University of York Overview • Decision analysis – Objective function – The decision to invest/disinvest in health care programmes – The decision to require further evidence • Characterising uncertainty – Epistemic uncertainty, quality of evidence, modelling uncertainty • Possibility for research Theory Objective function • Methods can be applied to any decision problem – Objective – Quantitative index measure of outcome • Maximise health subject to budget constraint – Value improvement in quality of life in terms of equivalent improvement in length of life → QALYs • Maximise health and equity s.t budget constraint – Value improvement in equity in terms of equivalent improvement in health The decision to invest • Maximise health subject to budget constraint – Constrained optimisation problem – Given costs and health outcomes of all available programmes, identify optimal set • Marginal approach – Introducing new programme displaces existing activities – Compare health gained to health forgone resources Slope gives rate at C A which resources converted to health gains with currently funded programmes health HGA HDA resources Slope gives rate at which resources converted to health gains with currently funded programmes CB health HDB HGB Requiring more evidence • Costs and health outcomes estimated with uncertainty • Cost of uncertainty: programme funded on basis of estimated costs and outcomes might turn out not to be that which maximises health -
The Epistemology of Evidence in Cognitive Neuroscience1
To appear in In R. Skipper Jr., C. Allen, R. A. Ankeny, C. F. Craver, L. Darden, G. Mikkelson, and R. Richardson (eds.), Philosophy and the Life Sciences: A Reader. Cambridge, MA: MIT Press. The Epistemology of Evidence in Cognitive Neuroscience1 William Bechtel Department of Philosophy and Science Studies University of California, San Diego 1. The Epistemology of Evidence It is no secret that scientists argue. They argue about theories. But even more, they argue about the evidence for theories. Is the evidence itself trustworthy? This is a bit surprising from the perspective of traditional empiricist accounts of scientific methodology according to which the evidence for scientific theories stems from observation, especially observation with the naked eye. These accounts portray the testing of scientific theories as a matter of comparing the predictions of the theory with the data generated by these observations, which are taken to provide an objective link to reality. One lesson philosophers of science have learned in the last 40 years is that even observation with the naked eye is not as epistemically straightforward as was once assumed. What one is able to see depends upon one’s training: a novice looking through a microscope may fail to recognize the neuron and its processes (Hanson, 1958; Kuhn, 1962/1970).2 But a second lesson is only beginning to be appreciated: evidence in science is often not procured through simple observations with the naked eye, but observations mediated by complex instruments and sophisticated research techniques. What is most important, epistemically, about these techniques is that they often radically alter the phenomena under investigation. -
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. -
Climate Scepticism, Epistemic Dissonance, and the Ethics of Uncertainty
SYMPOSIUM A CHANGING MORAL CLIMATE CLIMATE SCEPTICISM, EPISTEMIC DISSONANCE, AND THE ETHICS OF UNCERTAINTY BY AXEL GELFERT © 2013 – Philosophy and Public Issues (New Series), Vol. 3, No. 1 (2013): 167-208 Luiss University Press E-ISSN 2240-7987 | P-ISSN 1591-0660 [THIS PAGE INTENTIONALLY LEFT BLANK] A CHANGING MORAL CLIMATE Climate Scepticism, Epistemic Dissonance, and the Ethics of Uncertainty Axel Gelfert Abstract. When it comes to the public debate about the challenge of global climate change, moral questions are inextricably intertwined with epistemological ones. This manifests itself in at least two distinct ways. First, for a fixed set of epistemic standards, it may be irresponsible to delay policy- making until everyone agrees that such standards have been met. This has been extensively discussed in the literature on the precautionary principle. Second, key actors in the public debate may—for strategic reasons, or out of simple carelessness—engage in the selective variation of epistemic standards in response to evidence that would threaten to undermine their core beliefs, effectively leading to epistemic double standards that make rational agreement impossible. The latter scenario is aptly described as an instance of what Stephen Gardiner calls “epistemic corruption.” In the present paper, I aim to give an explanation of the cognitive basis of epistemic corruption and discuss its place within the moral landscape of the debate. In particular, I argue that epistemic corruption often reflects an agent’s attempt to reduce dissonance between incoming scientific evidence and the agent’s ideological core commitments. By selectively discounting the former, agents may attempt to preserve the coherence of the latter, yet in doing so they threaten to damage the integrity of evidence-based deliberation. -
1.2. INDUCTIVE REASONING Much Mathematical Discovery Starts with Inductive Reasoning – the Process of Reaching General Conclus
1.2. INDUCTIVE REASONING Much mathematical discovery starts with inductive reasoning – the process of reaching general conclusions, called conjectures, through the examination of particular cases and the recognition of patterns. These conjectures are then more formally proved using deductive methods, which will be discussed in the next section. Below we look at three examples that use inductive reasoning. Number Patterns Suppose you had to predict the sixth number in the following sequence: 1, -3, 6, -10, 15, ? How would you proceed with such a question? The trick, it seems, is to discern a specific pattern in the given sequence of numbers. This kind of approach is a classic example of inductive reasoning. By identifying a rule that generates all five numbers in this sequence, your hope is to establish a pattern and be in a position to predict the sixth number with confidence. So can you do it? Try to work out this number before continuing. One fact is immediately clear: the numbers alternate sign from positive to negative. We thus expect the answer to be a negative number since it follows 15, a positive number. On closer inspection, we also realize that the difference between the magnitude (or absolute value) of successive numbers increases by 1 each time: 3 – 1 = 2 6 – 3 = 3 10 – 6 = 4 15 – 10 = 5 … We have then found the rule we sought for generating the next number in this sequence. The sixth number should be -21 since the difference between 15 and 21 is 6 and we had already determined that the answer should be negative. -
Beyond Skepticism Foundationalism and the New Fuzziness: the Role of Wide Reflective Equilibrium in Legal Theory Robert Justin Lipkin
Cornell Law Review Volume 75 Article 2 Issue 4 May 1990 Beyond Skepticism Foundationalism and the New Fuzziness: The Role of Wide Reflective Equilibrium in Legal Theory Robert Justin Lipkin Follow this and additional works at: http://scholarship.law.cornell.edu/clr Part of the Law Commons Recommended Citation Robert Justin Lipkin, Beyond Skepticism Foundationalism and the New Fuzziness: The Role of Wide Reflective Equilibrium in Legal Theory , 75 Cornell L. Rev. 810 (1990) Available at: http://scholarship.law.cornell.edu/clr/vol75/iss4/2 This Article is brought to you for free and open access by the Journals at Scholarship@Cornell Law: A Digital Repository. It has been accepted for inclusion in Cornell Law Review by an authorized administrator of Scholarship@Cornell Law: A Digital Repository. For more information, please contact [email protected]. BEYOND SKEPTICISM, FOUNDATIONALISM AND THE NEW FUZZINESS: THE ROLE OF WIDE REFLECTIVE EQUILIBRIUM IN LEGAL THEORY Robert Justin Liphint TABLE OF CONTENTS INTRODUCTION .............................................. 812 I. FOUNDATIONALISM AND SKEPTICISM ..................... 816 A. The Problem of Skepticism ........................ 816 B. Skepticism and Nihilism ........................... 819 1. Theoretical and PracticalSkepticism ................ 820 2. Subjectivism and Relativism ....................... 821 3. Epistemic and Conceptual Skepticism ................ 821 4. Radical Skepticism ............................... 822 C. Modified Skepticism ............................... 824 II. NEW FOUNDATIONALISM -
There Is No Pure Empirical Reasoning
There Is No Pure Empirical Reasoning 1. Empiricism and the Question of Empirical Reasons Empiricism may be defined as the view there is no a priori justification for any synthetic claim. Critics object that empiricism cannot account for all the kinds of knowledge we seem to possess, such as moral knowledge, metaphysical knowledge, mathematical knowledge, and modal knowledge.1 In some cases, empiricists try to account for these types of knowledge; in other cases, they shrug off the objections, happily concluding, for example, that there is no moral knowledge, or that there is no metaphysical knowledge.2 But empiricism cannot shrug off just any type of knowledge; to be minimally plausible, empiricism must, for example, at least be able to account for paradigm instances of empirical knowledge, including especially scientific knowledge. Empirical knowledge can be divided into three categories: (a) knowledge by direct observation; (b) knowledge that is deductively inferred from observations; and (c) knowledge that is non-deductively inferred from observations, including knowledge arrived at by induction and inference to the best explanation. Category (c) includes all scientific knowledge. This category is of particular import to empiricists, many of whom take scientific knowledge as a sort of paradigm for knowledge in general; indeed, this forms a central source of motivation for empiricism.3 Thus, if there is any kind of knowledge that empiricists need to be able to account for, it is knowledge of type (c). I use the term “empirical reasoning” to refer to the reasoning involved in acquiring this type of knowledge – that is, to any instance of reasoning in which (i) the premises are justified directly by observation, (ii) the reasoning is non- deductive, and (iii) the reasoning provides adequate justification for the conclusion. -
Truth, Rationality, and the Growth of Scientific Knowledge
....... CONJECTURES sense similar to that in which processes or things may be said to be parts of the world; that the world consists of facts in a sense in which it may be said to consist of (four dimensional) processes or of (three dimensional) things. They believe that, just as certain nouns are names of things, sentences are names of facts. And they sometimes even believe that sentences are some- thing like pictures of facts, or that they are projections of facts.7 But all this is mistaken. The fact that there is no elephant in this room is not one of the processes or parts ofthe world; nor is the fact that a hailstorm in Newfound- 10 land occurred exactIy I I I years after a tree collapsed in the New Zealand bush. Facts are something like a common product oflanguage and reality; they are reality pinned down by descriptive statements. They are like abstracts from TRUTH, RATIONALITY, AND THE a book, made in a language which is different from that of the original, and determined not only by the original book but nearly as much by the principles GROWTH OF SCIENTIFIC KNOWLEDGE of selection and by other methods of abstracting, and by the means of which the new language disposes. New linguistic means not only help us to describe 1. THE GROWTH OF KNOWLEDGE: THEORIES AND PROBLEMS new kinds of facts; in a way, they even create new kinds of facts. In a certain sense, these facts obviously existed before the new means were created which I were indispensable for their description; I say, 'obviously' because a calcula- tion, for example, ofthe movements of the planet Mercury of 100 years ago, MY aim in this lecture is to stress the significance of one particular aspect of carried out today with the help of the calculus of the theory of relativity, may science-its need to grow, or, if you like, its need to progress. -
A Philosophical Treatise on the Connection of Scientific Reasoning
mathematics Review A Philosophical Treatise on the Connection of Scientific Reasoning with Fuzzy Logic Evangelos Athanassopoulos 1 and Michael Gr. Voskoglou 2,* 1 Independent Researcher, Giannakopoulou 39, 27300 Gastouni, Greece; [email protected] 2 Department of Applied Mathematics, Graduate Technological Educational Institute of Western Greece, 22334 Patras, Greece * Correspondence: [email protected] Received: 4 May 2020; Accepted: 19 May 2020; Published:1 June 2020 Abstract: The present article studies the connection of scientific reasoning with fuzzy logic. Induction and deduction are the two main types of human reasoning. Although deduction is the basis of the scientific method, almost all the scientific progress (with pure mathematics being probably the unique exception) has its roots to inductive reasoning. Fuzzy logic gives to the disdainful by the classical/bivalent logic induction its proper place and importance as a fundamental component of the scientific reasoning. The error of induction is transferred to deductive reasoning through its premises. Consequently, although deduction is always a valid process, it is not an infallible method. Thus, there is a need of quantifying the degree of truth not only of the inductive, but also of the deductive arguments. In the former case, probability and statistics and of course fuzzy logic in cases of imprecision are the tools available for this purpose. In the latter case, the Bayesian probabilities play a dominant role. As many specialists argue nowadays, the whole science could be viewed as a Bayesian process. A timely example, concerning the validity of the viruses’ tests, is presented, illustrating the importance of the Bayesian processes for scientific reasoning. -
The Demarcation Problem
Part I The Demarcation Problem 25 Chapter 1 Popper’s Falsifiability Criterion 1.1 Popper’s Falsifiability Popper’s Problem : To distinguish between science and pseudo-science (astronomy vs astrology) - Important distinction: truth is not the issue – some theories are sci- entific and false, and some may be unscientific but true. - Traditional but unsatisfactory answers: empirical method - Popper’s targets: Marx, Freud, Adler Popper’s thesis : Falsifiability – the theory contains claims which could be proved to be false. Characteristics of Pseudo-Science : unfalsifiable - Any phenomenon can be interpreted in terms of the pseudo-scientific theory “Whatever happened always confirmed it” (5) - Example: man drowning vs saving a child Characteristics of Science : falsifiability - A scientific theory is always takes risks concerning the empirical ob- servations. It contains the possibility of being falsified. There is con- firmation only when there is failure to refute. 27 28 CHAPTER 1. POPPER’S FALSIFIABILITY CRITERION “The theory is incompatible with certain possible results of observation” (6) - Example: Einstein 1919 1.2 Kuhn’s criticism of Popper Kuhn’s Criticism of Popper : Popper’s falsifiability criterion fails to char- acterize science as it is actually practiced. His criticism at best applies to revolutionary periods of the history of science. Another criterion must be given for normal science. Kuhn’s argument : - Kuhn’s distinction between normal science and revolutionary science - A lesson from the history of science: most science is normal science. Accordingly, philosophy of science should focus on normal science. And any satisfactory demarcation criterion must apply to normal science. - Popper’s falsifiability criterion at best only applies to revolutionary science, not to normal science. -
Study Questions Philosophy of Science Spring 2011 Exam 1
Study Questions Philosophy of Science Spring 2011 Exam 1 1. Explain the affinities and contrasts between science and philosophy and between science and metaphysics. 2. What is the principle of verification? How was the logical positivist‟s view of verification influenced by Hume‟s fork? Explain. 3. Explain Hume‟s distinction between impressions and ideas. What is the relevance of this distinction for the empiricist‟s view of how knowledge is acquired? 4. Why was Hume skeptical about “metaphysical knowledge”? Does the logical positivist, such as A. J. Ayer, agree or disagree? Why or why not? 5. Explain Ayer‟s distinction between weak and strong verification. Is this distinction tenable? 6. How did Rudolf Carnap attempt to separate science from metaphysics? Explain the role of what Carnap called „C-Rules‟ for this attempt. Was he successful? 7. Explain one criticism of the logical positivist‟s principle of verification? Do you agree or disagree? Why or why not? 8. Explain the affinities and contrasts between A. J. Ayer‟s logical positivism and Karl Popper‟s criterion of falsifiability. Why does Popper think that scientific progress depends on falsifiability rather than verifiability? What are Popper‟s arguments against verifiability? Do you think Popper is correct? 9. Kuhn argued that Popper neglected what Kuhn calls “normal science.” Does Popper have a reply to Kuhn in his distinction between science and ideology? Explain. 10. Is Popper‟s criterion of falsifiability a solution to the problem of demarcation? Why or why not? Why would Gierre or Kuhn disagree? Explain 11. Kuhn, in his “Logic of Discovery or Psychology of Research?” disagrees with Popper‟s criterion of falsifiability as defining the essence of science. -
Defense of Reductionism About Testimonial Justification of Beliefs
Page 1 Forthcoming in Noûs A Defense of Reductionism about Testimonial Justification of Beliefs TOMOJI SHOGENJI Rhode Island College Abstract This paper defends reductionism about testimonial justification of beliefs against two influential arguments. One is the empirical argument to the effect that the reductionist justification of our trust in testimony is either circular since it relies on testimonial evidence or else there is scarce evidence in support of our trust in testimony. The other is the transcendental argument to the effect that trust in testimony is a prerequisite for the very existence of testimonial evidence since without the presumption of people’s truthfulness we cannot interpret their utterances as testimony with propositional contents. This paper contends that the epistemic subject can interpret utterances as testimony with propositional contents without presupposing the credibility of testimony, and that evidence available to the normal epistemic subject can justify her trust in testimony. I. Introduction There has recently been a considerable interest in anti-reductionism about testimonial justification of beliefs, according to which we cannot justify our trust in testimony by perceptual and memorial evidence.1 The reason for the interest is not the enticement of skepticism. Recent anti-reductionists hold that we are prima facie justified in trusting testimony simply because it is testimony. This means that there is a presumption in favor of testimony that it is credible unless contrary evidence is available. I will use the term “anti-reductionism” to refer to this non-skeptical version of anti-reductionism about testimonial justification. The more traditional position is reductionism, of which the most prominent advocate is David Hume.