In recent decades, the logical study of rational belief dynamics has played an increasingly important role in philosophy. However, the dynamics of concepts such as conceptual learning received comparatively little attention within this debate. This is problematic insofar as the occurrence of conceptual change (especially in the sciences) has been an influential argument against a merely logical analysis of beliefs. Especially Kuhn’s ideas about the incommensurability, i.e., untranslatability, of succeeding theories seem to stand in the way of logical reconstruction. This (...) paper investigates conceptual change as model-changing operations similar to belief revision and relates it to the notion of incommensurability. I consider several versions of conceptual change and discuss their influences on the expressive power, translatability and the potential arising of incommensurability. The paper concludes with a discussion of animal taxonomy in Aristotle’s and Linnaeus’s work. (shrink)

Wenmackers and Romeijn (2016) formalize ideas going back to Shimony (1970) and Putnam (1963) into an open-minded Bayesian inductive logic, that can dynamically incorporate statistical hypotheses proposed in the course of the learning process. In this paper, we show that Wenmackers and Romeijn’s proposal does not preserve the classical Bayesian consistency guarantee of merger with the true hypothesis. We diagnose the problem, and offer a forward-looking open-minded Bayesians that does preserve a version of this guarantee.

Intellectual progress involves forming a more accurate picture of the world. But it also figuring out which concepts to use for theorizing about the world. Bayesian epistemology has had much to say about the former aspect of our cognitive lives, but little if at all about the latter. I outline a framework for formulating questions about conceptual change in a broadly Bayesian framework. By enriching the resources of Epistemic Utility Theory with a more expansive conception of epistemic value, I offer (...) a picture of our cognitive economy on which adopting new conceptual tools can sometimes be epistemically rational. (shrink)

Inductive logic generalizes the idea of logical entailment and provides standards for the evaluation of non-conclusive arguments. A main application of inductive logic is the generalization of observational data to theoretical models. In the empirical sciences, the mathematical theory of statistics addresses the same problem. This paper argues that there is no separable purely logical aspect of statistical inference in a variety of complex problems. Instead, statistical practice is often motivated by decision-theoretic considerations and resembles empirical science.

On July 14, 1866 Franz Brentano stepped up to the pulpit to defend his thesis that “the true method of philosophy is none other than that of the natural sciences”. This thesis bound his first students to him and became the north star of his school, against the complex background of the progress and specialization of the natural sciences as well as the growth and professionalization of universities. I will discuss the project of the renewal of philosophy as science in (...) the School of Brentano and how this aimed to provide a scientific foundation for the humanities independently from the natural sciences, while preserving the unity of science. Through his well-known re-introduction of the concept of intentionality as criterion to distinguish internal and external perception, Brentano was able to supply an empirical foundation for the Geisteswissenschaften. While philosophy would use the method of natural science, its domain would not be nature, but consciousness: a full-blooded science of the mind that did not require a reduction to the physical in order to be scientific. Brentano’s science of consciousness was empirical, but not experimental, and relied on subjective methods, but was not introspective. Brentano’s students Carl Stumpf, Anton Marty, Alexius Meinong, Christian von Ehrenfels, Edmund Husserl and others came to occupy important chairs in philosophy throughout Europe. While they were certainly not all orthodox followers, they adapted and spread his theories far and wide in the schools and movements they founded and influenced: Gestalt psychology, Prague linguistics, phenomenology, etc.. Moreover, the 19th century idea of scientific research as a collaborative and collective achievement led to a division of labor in Brentano’s school. Each of his students was meant to work out a part of the greater whole: Stumpf, the philosophy of sound and music; Marty, language; Meinong the history of philosophy; Husserl, mathematics; etc. Yet all of them also contributed to the shared project of the renewal of philosophy as science and discussed the (foundational) relation of philosophy to other sciences in programmatic works. Though often forgotten and overlooked due to contingent historical circumstances, the scientific paradigm of the School of Brentano was very fruitful and highly influential in philosophy and the human sciences in general, throughout the second half of the 19th and into the 20th centuries. Yet it is relevant then as now to preserve the independent scientific dignity of the humanities. (shrink)