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  1. Intellectual courage and inquisitive reasons.Will Fleisher - 2023 - Philosophical Studies 180 (4):1343-1371.
    Intellectual courage requires acting to promote epistemic goods despite significant risk of harm. Courage is distinguished from recklessness and cowardice because the expected epistemic benefit of a courageous action outweighs (in some sense) the threatened harm. Sometimes, however, inquirers pursue theories that are not best supported by their current evidence. For these inquirers, the expected epistemic benefit of their actions cannot be explained by appeal to their evidence alone. The probability of pursuing the true theory cannot contribute enough to the (...)
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  • Pursuit and inquisitive reasons.Will Fleisher - 2022 - Studies in History and Philosophy of Science Part A 94 (C):17-30.
    Sometimes inquirers may rationally pursue a theory even when the available evidence does not favor that theory over others. Features of a theory that favor pursuing it are known as considerations of promise or pursuitworthiness. Examples of such reasons include that a theory is testable, that it has a useful associated analogy, and that it suggests new research and experiments. These reasons need not be evidence in favor of the theory. This raises the question: what kinds of reasons are provided (...)
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  • What experiment did we just do? Counterfactual error statistics and uncertainties about the reference class.Kent W. Staley - 2002 - Philosophy of Science 69 (2):279-299.
    Experimenters sometimes insist that it is unwise to examine data before determining how to analyze them, as it creates the potential for biased results. I explore the rationale behind this methodological guideline from the standpoint of an error statistical theory of evidence, and I discuss a method of evaluating evidence in some contexts when this predesignation rule has been violated. I illustrate the problem of potential bias, and the method by which it may be addressed, with an example from the (...)
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  • ‘Through thousands of errors we reach the truth’—but how? On the epistemic roles of error in scientific practice.Jutta Schickore - 2005 - Studies in History and Philosophy of Science Part A 36 (3):539-556.
    This essay is concerned with the epistemic roles of error in scientific practice. Usually, error is regarded as something negative, as an impediment or obstacle for the advancement of science. However, we also frequently say that we are learning from error. This common expression suggests that the role of error is not—at least not always—negative but that errors can make a fruitful contribution to the scientific enterprise. My paper explores the latter possibility. Can errors play an epistemically productive role in (...)
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