Ockham’s razor is the principle that, all other things being equal, scientists ought to prefer simpler theories. In recent years, philosophers have argued that simpler theories make better predictions, possess theoretical virtues like explanatory power, and have other pragmatic virtues like computational tractability. However, such arguments fail to explain how and why a preference for simplicity can help one find true theories in scientific inquiry, unless one already assumes that the truth is simple. One new solution to that problem is (...) the Ockham efficiency theorem, which states that scientists who heed Ockham’s razor retract their opinions less often and sooner than do their non-Ockham competitors. The theorem neglects, however, to consider competitors following random strategies and in many applications random strategies are known to achieve better worst-case loss than deterministic strategies. In this paper, we describe two ways to extend the result to a very general class of random, empirical strategies. The first extension concerns expected retractions, retraction times, and errors and the second extension concerns retractions in chance, times of retractions in chance, and chances of errors. (shrink)

The basic aim of Alvin Goldman’s approach to epistemology, and the tradition it represents, is naturalistic; that is, epistemological theories in this tradition aim to identify the naturalistic, nonnormative criteria on which justified belief supervenes (Goldman, 1986; Markie, 1997). The basic method of Goldman’s epistemology, and the tradition it represents, is the reflective equilibrium test; that is, epistemological theories in this tradition are tested against our intuitions about cases of justified and unjustified belief (Goldman, 1986; Markie, 1997). I will argue (...) that the prospect of having to reject their standard methodology is one epistemologists have to take very seriously; and I will do this by arguing that some current rival theories of epistemic justification are in fact in reflective equilibrium with our intuitions about cases of justified and unjustified belief. That is, I will argue that intuition underdetermines theory choice in epistemology, in much the way that observation underdetermines theory choices in empirical sciences. If reflective equilibrium leads to the underdetermination problem I say it leads to, then it cannot satisfy the aims of contemporary epistemology, and so cannot serve as its standard methodology. (shrink)

New computer systems of discovery create a research program for logic and philosophy of science. These systems consist of inference rules and control knowledge that guide the discovery process. Their paths of discovery are influenced by the available data and the discovery steps coincide with the justification of results. The discovery process can be described in terms of fundamental concepts of artificial intelligence such as heuristic search, and can also be interpreted in terms of logic. The traditional distinction that places (...) studies of scientific discovery outside the philosophy of science, in psychology, sociology, or history, is no longer valid in view of the existence of computer systems of discovery. It becomes both reasonable and attractive to study the schemes of discovery in the same way as the criteria of justification were studied: empirically as facts, and logically as norms. (shrink)

This article has three aims. The first is to give a partial explication of the concept of unification. My explication will be partial because I confine myself to unification of particular events, because I do not consider events of a quantitative nature, and discuss only deductive cases. The second aim is to analyze how unification can be reached. My third aim is to show that unification is an intellectual benefit. Instead of being an intellectual benefit unification could be an intellectual (...) harm, i.e., a state of mind we should try to avoid by all means. By calling unification an intellectual benefit, we claim that this form of understanding has an intrinsic value for us. I argue that unification really has this alleged intrinsic value. (shrink)

Reichenbach's well-known distinction between the context of discovery and the context of justification has recently come under attack from several quarters. In this paper I attempt to reconsider the distinction and evaluate various recent criticisms of it. These criticisms fall into two main groups: those which directly challenge Reichenbach's distinction; and those which (I argue) indirectly but no less seriously challenge that distinction by rejecting the related distinction between psychology and epistemology, and defending the "naturalizing" of epistemology. I argue that (...) these recent criticisms fail, and that the distinction remains an important conceptual tool necessary for an adequate understanding of the way in which scientific claims purport to appropriately portray our natural environment. (shrink)

I defend a view of the species category, pluralistic realism, which is designed to do justice to the insights of many different groups of systematists. After arguing that species are sets and not individuals, I proceed to outline briefly some defects of the biological species concept. I draw the general moral that similar shortcomings arise for other popular views of the nature of species. These shortcomings arise because the legitimate interests of biology are diverse, and these diverse interests are reflected (...) in different legitimate approaches to the classification of organisms. In the final section, I show briefly how the pluralistic approach can help to illuminate some areas of biological and philosophical dispute. (shrink)

Some features of physical science relevant for a discussion of physical explanation are mentioned. The D-N account of physical explanation is discussed, and it is seen to restrict the scope of explanation in physical science because it imposes the requirement that the explanandum must be deducible from the explanans. Analysis shows that an alternative view of scientific explanation, called the instance view, allows a wider range of physical explanations. The view is seen to be free from a certain class of (...) counter examples to the D-N theory. (shrink)

Recent work on the logical theory of confirmation has centered on accounts of the confirmation of hypotheses relative to auxiliary assumptions or background theory. Whether such relative confirmation actually increases the credibility of the (relatively) confirmed hypothesis will depend in various ways on the epistemic status of the auxiliaries involved. Most obviously, if the auxiliaries are not themselves credible, confirmation relative to them will not increase the credibility of the hypothesis thus confirmed. A complete theory of confirmation must thus combine (...) an account of relative confirmation with an account of the route from relative confirmation to real confirmation. Some recent criticisms of hypothetico-deductive and bootstrapping accounts of relative confirmation are undermined by failure to appreciate the limitations of relative confirmation. (shrink)

In trying to characterize the relationship between psychology and neuroscience, the trend has been to argue that reductionism does not work without suggesting a suitable substitute. I offer explanatory extension as a good model for elucidating the complex relationship among disciplines which are obviously connected but which do not share pragmatic explanatory features. Explanatory extension rests on the idea that one field can "illuminate" issues that were incompletely treated in another. In this paper, I explain how this "illumination" would work (...) between psychology and neuroscience. (shrink)

Históricamente, en los principales análisis filosóficos sobre el concepto de ‘verdad’ estuvo implícita lo que hoy se conoce como la teoría correspondentista de la verdad, la cual puede ser trazada desde Aristóteles hasta Immanuel Kant. A principios del siglo XIX, los detractores de la teoría correspondentista de la verdad comenzaron a argumentar, entre otras cosas, que esta postura es oscura, demasiado estrecha y autocomplaciente o argumentativamente circular. No obstante, en el ámbito científico algunos defensores de ciertas posturas realistas de la (...) ciencia han considerado que la verdad es la meta cognoscitva más importante de la actividad científica. Este estudio se realizó para establecer la plausibilidad de este argumento realista. Mediante el análisis de la validez de algunos argumentos de tipo ontológico, semántico y epistémico propuestos por algunos defensores de distintas versiones del llamado ‘Realismo Científico’, con los que se intenta relacionar el éxito empírico y predictivo de las mejores teorías científicas con la verdad, se muestra que, desde un punto de vista lógico, parece difícil confirmar que tales teorías nos proporcionen conocimiento confiable del mundo natural. Se sugiere que los científicos no son agentes confirmadores; sino agentes probabilísticos, esto es, agentes que buscan calcular la probabilidad con la que un hacedor de verdad convierte en verdadero a un portador de verdad con el que la ciencia comunica sus resultados. (shrink)

The U.S. Food and Drug Administration (FDA) announced recently that food products derived from some animal clones and their offspring are safe for human consumption. In response to criticism that it had failed to engage with ethical, social, and economic concerns raised by livestock cloning, the FDA argued that addressing normative issues prior to issuing a final ruling on animal cloning is not part of its mission. In this article, the authors reject the FDA's claim that its mission to protect (...) and advance public health can be accomplished without considering ethical issues or without making value judgments. The authors offer two arguments in support of their position. First, the agency's mission statement presupposes significant normative commitments and judgments. Second, the FDA's risk assessment of food products from cloned animals and their offspring is itself clearly shaped by a variety of normative commitments. (shrink)

I begin to develop a framework for emergence in the physical sciences. Namely, I propose to explicate ontological emergence in terms of the notion of ‘novel reference’, and of an account of interpretation as a map from theory to world. I then construe ontological emergence as the “failure of the interpretation to mesh” with an appropriate linkage map between theories. Ontological emergence can obtain between theories that have the same extension but different intensions, and between theories that have both different (...) extensions and intensions. I illustrate the framework in three examples: the emergence of spontaneous magnetisation in a ferromagnet, the emergence of masslessness, and the emergence of space, in specific models of physics. The account explains why ontological emergence is independent of reduction: namely, because emergence is primarily concerned with adequate interpretation, while the sense of reduction that is relevant here is concerned with inter-theoretic relations between uninterpreted theories. (shrink)

Psychometrics is one of the main approaches to social scientific measurement. It is relied upon in drug testing, economic policymaking, recruitment, and other decision-making contexts. The first aim of this article is to introduce philosophers to key aspects of psychometrics, namely, classical test theory, item response theory, and construct validity. The second aim is to show how a debate on the nature of psychological attributes manifests in psychometrics. In this debate, realists claim that psychometric measures are indicators of independently existing (...) qualities, while operationalists argue that a measure defines its target attribute. The third and final aim is to argue that despite its poor reputation among philosophers, operationalism is a viable approach to psychometrics. (shrink)

Efforts to formalize qualitative accounts of inference to the best explanation (IBE) confront two obstacles: the imprecise nature of such accounts and the unusual logical properties that explanations exhibit, such as contradiction-intolerance and irreflexivity. This paper aims to surmount these challenges by utilising a new, more precise theory that treats explanations as expressions that codify defeasible inferences. To formalise this account, we provide a sequent calculus in which IBE serves as an elimination rule for a connective that exhibits many of (...) the properties associated with the behaviour of the English expression ‘That... best explains why ... ’. We first construct a calculus that encodes these properties at the level of the turnstile, i.e. as a metalinguistic expression for classes of defeasible consequence relations. We then show how this calculus can be conservatively extended over a language that contains a best-explains-why operator. (shrink)

This article presents a qualitative study, descriptive-interpretive in profile, of the effectiveness in learning about the nature of science of an activity relating to the historical controversy between Pasteur and Liebig on fermentation. The activity was implemented during a course for pre-service secondary science teachers specializing in physics and chemistry. The approach was explicit and reflective. Three research questions were posed: What conceptions of NOS do the PSSTs show after a first reflective reading of the historical controversy?, What role is (...) played by the PSSTs’ whole class critical discussion of their first reflections on the aspects of NOS dealt with in the controversy?, and What changes are there in the PSSTs’ conceptions of NOS after concluding the activity? The data for analysis was extracted from the PSSTs’ group reports submitted at the end of the activity and the audio-recorded information from the whole class discussion. A rubric was prepared to assess this data by a process of inter-rater analysis. The results showed overall improvement in understanding the aspects of NOS involved, with there being a significant evolution in some cases and moderate in others. This reveals that the activity has an educational utility for the education of PSSTs in NOS issues. The article concludes with an indication of some educational implications of the experience. (shrink)

Diese Abhandlung diskutiert und kritisiert einige Aspekte der syntaktischen Auffassung der wissenschaftlichen Theorien und tritt dafür ein, daß die einzig mögliche Alternative eine modell-theoretische Annäherung ist.

Clinical diagnostic medicine is an experimental science based on observation, hypothesis making, and testing. It is an use dynamic process that involves observation and summary, diagnostic conjectures, testing, review, observation and summary, new or revised conjectures, i.e. it is an iterative process. It can then be said that diagnostic hypotheses are also ‘observation-laden’. My aim is to enlarge on the strategies of medical diagnosis as these are meshed in training and clinical experience—that is, to describe the patterns of reasoning used (...) by experienced clinicians under different diagnostic circumstances and how these patterns of inquiry allow further insight into the evaluation and treatment of patients. I do not aim to present a theory and illustrate it with examples; I wish rather am to let a realistic example, similar to actual clinical scenarios, direct the exposition. To this end, I introduce an account of medical diagnosis—briefly comparing and contrasting it to other accounts—in order to focus on discussing the process of diagnosis through a detailed clinical case. (shrink)

Heuristics are often invoked in the philosophical, psychological, and cognitive science literatures to describe or explain methodological techniques or "shortcut" mental operations that help in inference, decision-making, and problem-solving. Yet there has been surprisingly little philosophical work done on the nature of heuristics and heuristic reasoning, and a close inspection of the way(s) in which "heuristic" is used throughout the literature reveals a vagueness and uncertainty with respect to what heuristics are and their role in cognition. This dissertation seeks to (...) remedy this situation by motivating philosophical inquiry into heuristics and heuristic reasoning, and then advancing a theory of how heuristics operate in cognition. I develop a positive working characterization of heuristics that is coherent and robust enough to account for a broad range of phenomena in reasoning and inference, and makes sense of empirical data in a systematic way. I then illustrate the work this characterization does by considering the sorts of problems that many philosophers believe heuristics solve, namely those resulting from the so-called frame problem. Considering the frame problem motivates the need to gain a better understanding of how heuristics work and the cognitive structures over which they operate. I develop a general theory of cognition which I argue underwrites the heuristic operations that concern this dissertation. I argue that heuristics operate over highly organized systems of knowledge, and I offer a cognitive architecture to accommodate this view. I then provide an account of the systems of knowledge that heuristics are supposed to operate over, in which I suggest that such systems of knowledge are concepts. The upshot, then, is that heuristics operate over concepts. I argue, however, that heuristics do not operate over conceptual content, but over metainformational relations between activated and primed concepts and their contents. Finally, to show that my thesis is empirically adequate, I consider empirical evidence on heuristic reasoning and argue that my account of heuristics explains the data. (shrink)

In this dissertation, I argue that understanding possesses unique epistemic value. I propose and defend a novel account of understanding that I call the management account of understanding, which is the view that an agent A understands a subject matter S just in case A has the ability to extract the relevant information and exploit it with the relevant cognitive capacities to answer questions in S. Since inquiry is the process of raising and answering questions, I argue that without understanding, (...) it would be impossible to engage in successful inquiry. I argue that understanding is indispensable for effective cognition and that it is irreducible to other epistemic categories, such as knowledge, justification, or rationality. Understanding is an irreducible component of epistemic excellence. In arguing for this account, I focus on the nature and requirements of cognition and pay less attention to intuitions about hypothetical cases, in contrast to previous approaches to understanding. I draw upon psychology and cognitive science, especially work on the frame problem, to demonstrate the importance (and difficulty) of finding relevant information and exploiting it in relevant ways to answer questions. One’s cognitive system must be organized in such a way that one has the ability to think the relevant thoughts in the relevant ways to answer the relevant questions. This reveals well-defined directions in which future research on understanding should move. In addition to proposing and defending the management account of understanding, I explore several features of understanding, including some interesting consequences of the management account. I argue that the management account and commonly used methods of measuring degrees of understanding imply that understanding can be based on false beliefs. I argue that the management account (and any account of understanding that implies understanding is an ability) implies that understanding can be acquired by luck. I also argue that understanding is ontologically prior to explanation: a good explanation is essentially an act that produces understanding in the relevant cognitive background. (shrink)

In this paper we discuss three interrelated questions. First: is explanation in mathematics a topic that philosophers of mathematics can legitimately investigate? Second: are the specific aims that philosophers of mathematical explanation set themselves legitimate? Finally: are the models of explanation developed by philosophers of science useful tools for philosophers of mathematical explanation? We argue that the answer to all these questions is positive. Our views are completely opposite to the views that Mark Zelcer has put forward recently. Throughout this (...) paper, we show why Zelcer’s arguments fail. (shrink)

I offer an account of how the quantum theory we have helps us explain the enormous variety of phenomena it is generally taken to explain. The account depends on what I have elsewhere called a pragmatist interpretation of the theory. This rejects views according to which a quantum state describes or represents a physical system, holding instead that it functions as a source of sound advice to physically situated agents like us on the content and appropriate degree of belief about (...) matters concerning which they are currently inevitably ignorant. So while the account given here is incompatible with some views of structural explanation in quantum theory it is nevertheless able to incorporate what I take to be their valuable insights. (shrink)

Some feminist epistemologists make the radical claim that there are varieties of epistemically valid warrant that agents access only through having lived particular types of contingent history, varieties of epistemic warrant to which, moreover, the confirmation-theoretic accounts of warrant favored by some traditional epistemologists are inapplicable. I offer Aristotelian virtue as a model for warrant of this sort, and use loosely Aristotelian vocabulary to express, and begin to evaluate, a range of feminist epistemological positions.

The American Psychological Association’s Ethical Principles of Psychologists and Code of Conduct places ethical obligations upon psychologists based on another’s “age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, language or socioeconomic status.” This article explores 18 major problems with ethical prescriptions contained in the Ethical Code involving this phrase, including problems in clarity, inconsistency, comprehensiveness, its epistemic assumptions, and its impossibility for adherence, among others.

In his seminal Inference to the Best Explanation, Peter Lipton adopted a causal view of explanation and a broadly Millian view of how causal knowledge is obtained. This made his account vulnerable to critics who charged that Inference to the Best Explanation is merely a dressed-up version of Mill’s methods, which in the critics’ view do the real inductive work. Lipton advanced two arguments to protect Inference to the Best Explanation against this line of criticism: the problem of multiple differences (...) and the problem of inferred differences. Lipton claimed that these two problems show Mill’s method of difference to be largely unworkable unless it is embedded in an explanationist framework. Here I consider both arguments as well as the best Millian defense against them. Since the existing Millian defense is only partially successful, I will develop a new and improved account. As an integral part of the argument, I show that my solutions to the problems of multiple and inferred differences offer new insight into Lipton’s main case study: Ignaz Semmelweis’s discovery of the cause of childbed fever. I conclude that the method of difference can overcome Lipton’s challenges outside an explanationist framework. (shrink)

Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...) a large body of literature has developed related to the teaching andlearning about nature of science – see, for example, the Lederman and Meichtry reviews cited below. As well there has been intensephilosophical, historical and philosophical debate about the nature of scienceitself, culminating in the much-publicised ‘Science Wars’ of recent time. Thereferences listed here primarily focus on the empirical research related to thenature of science as an educational goal; along with a few influential philosophicalworks by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Whilenot exhaustive, the list should prove useful to educators, and scholars in otherfields, interested in the nature of science and how its understanding can berealised as a goal of science instruction. The authors welcome correspondenceregarding omissions from the list, and on-going additions that can be made to it. (shrink)

Chemistry is typically considered to be a nomothetic science, i.e. a science interested in general laws rather than historical facts. Also, the unification of science is usually envisioned as an effort to connect particular scientific disciplines through their laws, e.g., the laws of chemistry are to be derived from the laws of physics. It is however equally sensible to combine the sciences through a single cosmic history. There is a large literature following this direction, albeit rarely focused on chemistry. In (...) this paper some ideas concerning the possible role of a 'historical' (or 'idiographic') chemistry are presented, with special attention to the notion of a 'genetic' classification of chemical compounds, and to the counterintuitive proposition that many major branches of physics may in fact be explained by chemistry, not the opposite. (shrink)

A common complaint of biologists is that their subject receives poor treatment from philosophers—it gets but a fraction of the attention accorded to physics and chemistry, and what little it does receive, is usually of the type where ‘All swans are white’ is taken to be a paradigmatic example of the state of biological thinking. It cannot be denied that this complaint is, to a great extent, justified; however, there are some notable breaches in the wall of ignorance and silence, (...) amongst which must be numbered The Ascent of Life by T.A. Goudge. In this book, starting from what is obviously a very wide knowledge of biology, Goudge attempts a careful and thorough analysis of one of the major achievements of biological thought, evolutionary theory. The conclusions that Goudge draws are many; nevertheless, one can discern running through them a common theme, namely that whilst evolutionary theory is indeed a legitimate branch of science, to assume that it is a science of the same nature as physics and chemistry would be a grave error. Goudge argues that, despite certain similarities to other branches of science, the essential aims, methods and results of evolutionary theory are peculiar unto itself. (shrink)

1. What is the Problem of Personal Identity?Locke posed the problem of personal identity in one brief question, “What makes the same person?” This formulation is deceptively simple. My aim is to offer a new interpretation of the problem and to suggest a method for finding a solution.Investigations of personal identity are usually cast in terms of finding the criterion for personal identity. Yet talk of criteria is ambiguous. In one sense of the term, the criterion of personal identity would (...) be special evidence for personal identity. According to the second usage, the criterion of personal identity would be that state of affairs for which evidence for personal identity is evidence. We will not be concerned with the first construal. On that reading, the problem of personal identity would be an epistemological issue. But the basic question concerning personal identity, “What is one person?” does not appear to be an epistemological question. (shrink)

neglected aspect: knowledge of error, or ‘‘negative’’ knowledge. The development of knowledge of what counts as error occurs via a kind of internal variation and selection, or quasi-evolutionary, process. Processes of reflection generate a hierarchy of principles of error.

Abstract: This essay critically examines whether there are ethical dimensions to the way that expertise, knowledge claims, and expressions of skepticism intersect on technical matters that influence public policy, especially during times of crisis. It compares two different perspectives on the matter: a philosophical outlook rooted in discourse and virtue ethics and a sociological outlook rooted in the so-called third-wave approach to science studies. The comparison occurs through metaphilosophical analysis and applied claims that clarify how the disciplinary orientations appear to (...) lead to different judgments about matters related to Robert Paarlberg's condemnation of activists who advise African politicians to ban genetically modified food. (shrink)