Various theories try to give accounts of how measures of this confidence do or ought to behave, both as far as the internal mental consistency of the agent as ...

Degrees of belief are familiar to all of us. Our confidence in the truth of some propositions is higher than our confidence in the truth of other propositions. We are pretty confident that our computers will boot when we push their power button, but we are much more confident that the sun will rise tomorrow. Degrees of belief formally represent the strength with which we believe the truth of various propositions. The higher an agent’s degree of belief for a particular (...) proposition, the higher her confidence in the truth of that proposition. For instance, Sophia’s degree of belief that it will be sunny in Vienna tomorrow might be .52, whereas her degree of belief that the train will leave on time might be .23. The precise meaning of these statements depends, of course, on the underlying theory of degrees of belief. These theories offer a formal tool to measure degrees of belief, to investigate the relations between various degrees of belief in different propositions, and to normatively evaluate degrees of belief. (shrink)

Epistemology is the study of knowledge and justified belief. Belief is thus central to epistemology. It comes in a qualitative form, as when Sophia believes that Vienna is the capital of Austria, and a quantitative form, as when Sophia's degree of belief that Vienna is the capital of Austria is at least twice her degree of belief that tomorrow it will be sunny in Vienna. Formal epistemology, as opposed to mainstream epistemology (Hendricks 2006), is epistemology done in a formal way, (...) that is, by employing tools from logic and mathematics. The goal of this entry is to give the reader an overview of the formal tools available to epistemologists for the representation of belief. A particular focus will be the relation between formal representations of qualitative belief and formal representations of quantitative degrees of belief. (shrink)

In this brief note I show how to model conceptual change, logical learning, and revision of one's beliefs in response to conditional information such as indicative conditionals that do not express propositions.

The paper is motivated by the need of accounting for the practical syllogism as a piece of defeasible reasoning. To meet the need, the paper first refers to ranking theory as an account of defeasible descriptive reasoning. It then argues that two kinds of ought need to be distinguished, purely normative and fact-regarding obligations. It continues arguing that both kinds of ought can be iteratively revised and should hence be represented by ranking functions, too, just as iteratively revisable beliefs. Its (...) central proposal will then be that the fact-regarding normative ranking function must be conceived as the sum of a purely normative ranking function and an epistemic ranking function. The distinctions defends this proposal with a comparative discussion of some critical examples and some other distinctions made in the literature. It gives a more rigorous justification of this proposal. Finally, it starts developing the logic of purely normative and of fact-regarding normative defeasible reasoning, points to the difficulties of completing the logic of the fact-regarding side, but reaches the initial aim of accounting for the defeasible nature of the practical syllogism. (shrink)