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  1. Coherence of Inferences.Matheus Silva - manuscript
    It is usually accepted that deductions are non-informative and monotonic, inductions are informative and nonmonotonic, abductions create hypotheses but are epistemically irrelevant, and both deductions and inductions can’t provide new insights. In this article, I attempt to provide a more cohesive view of the subject with the following hypotheses: (1) the paradigmatic examples of deductions, such as modus ponens and hypothetical syllogism, are not inferential forms, but coherence requirements for inferences; (2) since any reasoner aims to be coherent, any inference (...)
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  • Induction and the Principles of Love in Francis Bacon’s Philosophy of Nature.Ori Belkind - forthcoming - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie:1-24.
    This paper presents a reading of Bacon’s Novum Organum and the inductive method he offers therein. According to this reading, Bacon’s induction is the search for forms that are necessary and sufficient for making simple natures present. Simple natures are observable qualities. However, in the paper we argue that forms can best be understood via Bacon’s appetitive physics, according to which particles and bodies are endowed with appetites or inclinations that lead to bodily transformations. We argue that this conceptual elaboration (...)
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  • The no-free-lunch theorems of supervised learning.Tom F. Sterkenburg & Peter D. Grünwald - 2021 - Synthese 199 (3-4):9979-10015.
    The no-free-lunch theorems promote a skeptical conclusion that all possible machine learning algorithms equally lack justification. But how could this leave room for a learning theory, that shows that some algorithms are better than others? Drawing parallels to the philosophy of induction, we point out that the no-free-lunch results presuppose a conception of learning algorithms as purely data-driven. On this conception, every algorithm must have an inherent inductive bias, that wants justification. We argue that many standard learning algorithms should rather (...)
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  • Introduction.Elay Shech & Wendy S. Parker - 2021 - Studies in History and Philosophy of Science Part A 85:30-33.
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