The Evil-god challenge attempts to undermine classical monotheism by contending that because belief in an omnipotent, omniscient, omni-malevolent God (the Evil-god hypothesis) is similarly reasonable to belief in an omnipotent, omniscient, omnibenevolent God (the Good-god hypothesis), the onus is on the classical monotheist to justify their belief in the latter hypothesis over the former hypothesis. This thesis explores the Evil-god challenge by detailing the history and recent developments of the challenge; distinguishing between different types of Evil-god challenge; responding to several (...) prominent objections to the challenge; and applying the challenge to philosophical arguments for the existence of God. I also evaluate the efficacy of parallel arguments as a whole, with a view to determining the parameters of the Evil-god challenge by laying out exactly which theistic positions are irrevocably undermined by it. I conclude that the Evil-god challenge effectively damages several arguments for the existence of God and, in cases where it does not straightforwardly do so, it nevertheless reduces the Good-god theist’s belief to one or more intuitions. (shrink)

Reasoning about analogical arguments is known to be subject to a variety of cognitive biases, and a lack of clarity about which factors can be considered strengths or weaknesses of an analogical argument. This can make it difficult both to design empirical experiments to study how people reason about analogical arguments, and to develop scalable tutoring tools for teaching how to reason and analyze analogical arguments. To address these concerns, we describe WG-A (Warrant Game — Analogy), a framework for people (...) to analyze analogical arguments based on Bartha’s (2010) Articulation Model of analogical argumentation. We carry out two experiments designed to probe WG-A’s effectiveness in improving participants’ ability to reason about analogical arguments and argumentation in general, and argue that WG-A is a promising approach, though it is in need of further development. (shrink)

Recent case studies have revealed that purely formal analogies have been successfully used as a heuristic in physics. This is at odds with most general philosophical accounts of analogies, which require analogies to be physical in order to be justifiably used. The main goal of this paper is to supply a philosophical account that justifies the use of purely formal analogies in physics. Using Bartha’s (2010) articulation model as a starting point, I offer precise definitions of formal and physical analogies (...) and propose a new submodel of analogical reasoning that accounts for the successful use of purely formal analogies in the development of renormalization group methods for use in particle physics in the early 1970’s (Fraser 2020). Two distinctive features of this new applied mathematics submodel for analogical reasoning are that the conclusion of the argument from analogy includes both an entire model (and not only a hypothesis or a prediction) and the construction procedure for this model. A third important difference from arguments from physical analogy is that only the prima facie plausibility of the conclusion is established, and not stronger types of plausibility associated with confirmation. The use of purely formal analogies is justified because they are suited to supporting conclusions of this sort. Formulating a general philosophical account of analogies that covers purely formal analogies also serves two additional purposes: (1) to highlight the features of this case that are novel in the context of examples of analogies traditionally considered by philosophers and (2) to establish that physicists should not automatically dismiss purely formal analogies when evaluating heuristics for the development of new models. (shrink)

At the close of Philosophy and the Mirror of Nature Richard Rorty lays out a contrast between what he calls 'systematic' and 'edifying' philosophical anthropologies. Whereas the systematic philosopher aims to speak for the ages, the edifying philosopher addresses herself to issues of her day, often by way of shattering conventional idols. Rorty sees these two approaches as mutually exclusive. The aim of this paper is to defend a conception of philosophy as both systematic and edifying in the relevant senses. (...) I first respond to Rorty's argument that Wilfrid Sellars' account of picturing, as an isomorphic relation between the world and states of the central nervous system, involves an illicit 'mind as mirror' metaphor. I then lay out some of the philosophical anthropology that motivates Sellars' account of picturing, and I connect this anthropology to philosophical and scientific work undertaken in Europe and America in the nineteenth and early twentieth centuries. On this basis I argue that we are left with a (systematic) project handed down to us by earlier generations, and that in taking up this project we are in the (edifying) business of creating new ways of thinking about ourselves as part of the natural world. (shrink)

This paper provides the first systematic philosophical analysis of an increasingly important part of modern scientific practice: analogue quantum simulation. We introduce the distinction between `simulation' and `emulation' as applied in the context of two case studies. Based upon this distinction, and building upon ideas from the recent philosophical literature on scientific understanding, we provide a normative framework to isolate and support the goals of scientists undertaking analogue quantum simulation and emulation. We expect our framework to be useful to both (...) working scientists and philosophers of science interested in cutting-edge scientific practice. (shrink)

The reasoning process of analogy is characterized by a strict interdependence between a process of abstraction of a common feature and the transfer of an attribute of the Analogue to the Primary Subject. The first reasoning step is regarded as an abstraction of a generic characteristic that is relevant for the attribution of the predicate. The abstracted feature can be considered from a logic-semantic perspective as a functional genus, in the sense that it is contextually essential for the attribution of (...) the predicate, i.e. that is pragmatically fundamental (i.e. relevant) for the predica-tion, or rather the achievement of the communicative intention. While the transfer of the predicate from the Analogue to the analogical genus and from the genus to the Primary Subject is guaranteed by the maxims (or rules of inference) governing the genus-species relation, the connection between the genus and the predicate can be complex, characterized by various types of reasoning patterns. The relevance relation can hide implicit arguments, such as an implicit argument from classification , an evaluation based on values, consequences or rules, a causal relation, or an argument from practical reasoning. (shrink)

I highlight a lacuna in recent debates concerning analogies in science. Most philosophers focus on analogical inferences as a way to justify accepting hypotheses. I argue that analogies play another important role, namely to justify pursuing hypotheses. In particular, I argue that both Paul Bartha's formal account and John Norton's material view of analogical inference, as they stand, fail to address this issue. I present my own account of justification for pursuit and show how analogies on this account can justify (...) pursuit independently of whether they can also justify acceptance. (shrink)

A difference-making account of causality is proposed that is based on a counterfactual definition, but differs from traditional counterfactual approaches to causation in a number of crucial respects: it introduces a notion of causal irrelevance; it evaluates the truth-value of counterfactual statements in terms of difference-making; it renders causal statements background-dependent. On the basis of the fundamental notions 'causal relevance' and 'causal irrelevance', further causal concepts are defined including causal factors, alternative causes, and importantly inus-conditions. Problems and advantages of the (...) proposed account are discussed. Finally, it is shown how the account can shed new light on three classic problems in epistemology, the problem of induction, the logic of analogy, and the framing of eliminative induction. (shrink)

In 1981 Unruh proposed that fluid mechanical experiments could be used to probe key aspects of the quantum phenomenology of black holes. In particular, he claimed that an analogue to Hawking radiation could be created within a fluid mechanical `dumb hole', with the event horizon replaced by a sonic horizon. Since then an entire sub-field of `analogue gravity' has been created. In 2016 Steinhauer reported the experimental observation of quantum Hawking radiation and its entanglement in a Bose-Einstein condensate analogue black (...) hole. What can we learn from such analogue experiments? In particular, in what sense can they provide evidence of novel phenomena such as black hole Hawking radiation? (shrink)

Analogies often provide reasons for pursuing hypotheses or models. This is illustrated with a case study on the liquid drop model of the atomic nucleus. I criticise accounts in which analogies provide reasons for pursuit through epistemic support, proposing instead that analogies increase the value of learning the truth. I consider two accounts of this type: first, that analogies indicate potentials for theoretical unification; second, that analogies facilitate the transfer of already well-understood modelling frameworks to new domains. While the first (...) is plausible for some cases, only the second can account for the liquid drop case study. (shrink)