Despite the increasing recognition that heuristics may be involved in myriad scientific activities, much about how to use them prudently remains obscure. As typically defined, heuristics are efficient rules or procedures for converting complex problems into simpler ones. But this increased efficiency and problem-solving power comes at the cost of a systematic bias. As Wimsatt showed, biased modelling heuristics can conceal errors, leading to poor decisions or inaccurate models. This liability to produce errors presents a fundamental challenge to the philosophical (...) value of heuristic analyses. Heuristics may be powerful and efficient procedures, but their practical value for science and epistemology is significantly mitigated if we do not have a principled methodology for knowing how to use them wisely. In this essay, I extend Wimsatt’s analyses to argue that this challenge for a heuristic methodology can be met by appealing to second-order, or meta-, heuristics—that is, practical guidelines that prescribe the appropriate conditions for a first-order heuristic’s use. 1 Introduction2 Background3 Heuristics and Meta-heuristics4 A Hierarchical Model and Three Applications4.1 Decision making in emergency medicine4.2 Mathematical explanation in physics4.3 Resilience in ecological management5 Conclusion. (shrink)

A lot of philosophy taught to science students consists of scientific methodology. But many philosophy of science textbooks have a fraught relationship with methodology, presenting it either a system of universal principles or entirely permeated by contingent factors not subject to normative assessment. In this paper, I argue for an alternative, heuristic perspective for teaching methodology: as fallible, purpose- and context-dependent, subject to cost-effectiveness considerations and systematically biased, but nevertheless subject to normative assessment. My pedagogical conclusion from this perspective is (...) that philosophers should aim to teach science students heuristic reasoning: strategies of normative method choice appraisal that are sensitive to purposes, contexts, biases and cost-effectiveness considerations; and that we should do so by teaching them exemplars of such reasoning. I illustrate this proposal at the hand of three such exemplars, showing how they help students to appreciate the heuristic nature of both methods and methodology, and to normatively assess method choice in such circumstances. (shrink)

Axiomatic rationality is defined in terms of conformity to abstract axioms. Savage limited axiomatic rationality to small worlds, that is, situations in which the exhaustive and mutually exclusive set of future states S and their consequences C are known. Others have interpreted axiomatic rationality as a categorical norm for how human beings should reason, arguing in addition that violations would lead to real costs such as money pumps. Yet a review of the literature shows little evidence that violations are actually (...) associated with any measurable costs. Limiting axiomatic rationality to small worlds, I propose a naturalized version of rationality for situations of intractability and uncertainty, all of which are not in. In these situations, humans can achieve their goals by relying on heuristics that may violate axiomatic rationality. The study of ecological rationality requires formal models of heuristics and an analysis of the structures of environments these can exploit. It lays the foundation of a moderate naturalism in epistemology, providing statements about heuristics we should use in a given situation. Unlike axiomatic rationality, ecological rationality can explain less-is-more effects, formalize when one should move from ‘is’ to ‘ought,’ and be evaluated by goals beyond coherence, such as predictive accuracy, frugality, and efficiency. Ecological rationality can be seen as a formalization of means–end instrumentalist rationality, based on Herbert Simon’s insight that rational behavior is a function of the mind and its environment. (shrink)

After presenting the current situation of epistemological research in Latin America and part of its history, this entry will address five topics: skepticism (especially in its Pyrrhonian stripe), core epistemology, formal epistemology, Wittgenstein’s thought in connection with epistemology and skepticism, and epistemology of law. It should be noted from the outset that the entry does not purport to provide a comprehensive account of epistemology in Latin America, but rather to paint a general picture of it by focusing on the main (...) issues that have been discussed within that field. (shrink)