15 ideas
| 21829 | Philosophy aims to understand how things (broadly understood) hang together (broadly understood) [Sellars] |
| Full Idea: The aim of philosophy, abstractly formulated, is to understand how things in the broadest possible sense of the term hang together in the broadest possible sense of the term. | |
| From: Wilfrid Sellars (Philosophy and Scientific Image of Man [1962], p.3), quoted by Owen Flanagan - The Really Hard Problem 1 'Vocation' | |
| A reaction: I'm happier with broad things than broad hanging together, but to me this sounds about right. |
| 22358 | Scientific objectivity lies in inter-subjective testing [Popper] |
| Full Idea: The objectivity of scientific statements lies in the fact that they can be inter-subjectively tested. | |
| From: Karl Popper (The Logic of Scientific Discovery [1934], p.22), quoted by Reiss,J/Spreger,J - Scientific Objectivity 2.4 | |
| A reaction: Does this mean that objectivity is the same as consensus? A bunch of subjective prejudiced fools can reach a consensus. And in the middle of that bunch there can be one person who is objecfive. Sounds wrong. |
| 11211 | If a sound conclusion comes from two errors that cancel out, the path of the argument must matter [Rumfitt] |
| Full Idea: If a designated conclusion follows from the premisses, but the argument involves two howlers which cancel each other out, then the moral is that the path an argument takes from premisses to conclusion does matter to its logical evaluation. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], II) | |
| A reaction: The drift of this is that our view of logic should be a little closer to the reasoning of ordinary language, and we should rely a little less on purely formal accounts. |
| 11210 | Standardly 'and' and 'but' are held to have the same sense by having the same truth table [Rumfitt] |
| Full Idea: If 'and' and 'but' really are alike in sense, in what might that likeness consist? Some philosophers of classical logic will reply that they share a sense by virtue of sharing a truth table. | |
| From: Ian Rumfitt ("Yes" and "No" [2000]) | |
| A reaction: This is the standard view which Rumfitt sets out to challenge. |
| 11212 | The sense of a connective comes from primitively obvious rules of inference [Rumfitt] |
| Full Idea: A connective will possess the sense that it has by virtue of its competent users' finding certain rules of inference involving it to be primitively obvious. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], III) | |
| A reaction: Rumfitt cites Peacocke as endorsing this view, which characterises the logical connectives by their rules of usage rather than by their pure semantic value. |
| 6550 | Reduction requires that an object's properties consist of its constituents' properties and relations [Sellars] |
| Full Idea: The 'Principle of Reducibility' says if an object is a system of objects, then every property of the object must consist in the fact that its constituents have such and such qualities and such and such relations | |
| From: Wilfrid Sellars (Philosophy and Scientific Image of Man [1962], p.27), quoted by William Lycan - Consciousness | |
| A reaction: This sounds to me a more promising attitude to reduction than all this talk of Ernest Nagel's 'Bridge Laws'. If we ask HOW a higher level property arises because of a lower level property, we can describe a mechanism rather than a law. |
| 22188 | Give Nobel Prizes for really good refutations? [Gorham on Popper] |
| Full Idea: Popper implies that we should be giving Nobel Prizes to scientists who use severe tests to show us what the world is not like! | |
| From: comment on Karl Popper (The Logic of Scientific Discovery [1934]) by Geoffrey Gorham - Philosophy of Science 2 | |
| A reaction: A lovely simple point. The refuters are important members of the scientific team, but not the leaders. |
| 7780 | Falsification is the criterion of demarcation between science and non-science [Popper, by Magee] |
| Full Idea: According to Popper, falsification is the criterion of demarcation between science and non-science. | |
| From: report of Karl Popper (The Logic of Scientific Discovery [1934]) by Bryan Magee - Popper Ch.3 | |
| A reaction: If I propose something which might be falsified in a hundred years, is it science NOW? Suppose my theory appeared to be falsifiable, but (after much effort) it turned out not to be? Suppose I just see a pattern (like quark theory) in a set of facts? |
| 16830 | We don't only reject hypotheses because we have falsified them [Lipton on Popper] |
| Full Idea: Popper's mistake is to hold that disconfirmation and elimination work exclusively through refutation. | |
| From: comment on Karl Popper (The Logic of Scientific Discovery [1934]) by Peter Lipton - Inference to the Best Explanation (2nd) 05 'Explanation' | |
| A reaction: The point is that we reject hypotheses even if they have not actually been refuted, on the grounds that they don't give a good explanation. I agree entirely with Lipton. |
| 6794 | If falsification requires logical inconsistency, then probabilistic statements can't be falsified [Bird on Popper] |
| Full Idea: In Popper's sense of the word 'falsify', whereby an observation statement falsifies a hypothesis only by being logically inconsistent with it, nothing can ever falsify a probabilistic or statistical hypothesis, which is therefore unscientific. | |
| From: comment on Karl Popper (The Logic of Scientific Discovery [1934]) by Alexander Bird - Philosophy of Science Ch.5 | |
| A reaction: In general, no prediction can be falsified until the events occur. This seems to be Aristotle's 'sea fight' problem (Idea 1703). |
| 6795 | When Popper gets in difficulties, he quietly uses induction to help out [Bird on Popper] |
| Full Idea: It is a feature of Popper's philosophy that when the going gets tough, induction is quietly called upon to help out. | |
| From: comment on Karl Popper (The Logic of Scientific Discovery [1934]) by Alexander Bird - Philosophy of Science Ch.5 | |
| A reaction: This appears to be the central reason for the decline in Popper's reputation as the saviour of science. It would certainly seem absurd to say that you know nothing when you have lots of verification but not a glimmer of falsification. |
| 3856 | Good theories have empirical content, explain a lot, and are not falsified [Popper, by Newton-Smith] |
| Full Idea: Popper's principles are roughly that one theory is superior to another if it has greater empirical content, if it can account for the successes of the first theory, and if it has not been falsified (unlike the first theory). | |
| From: report of Karl Popper (The Logic of Scientific Discovery [1934]) by W.H. Newton-Smith - The Rationality of Science I.6 |
| 7779 | There is no such thing as induction [Popper, by Magee] |
| Full Idea: According to Popper, induction is a dispensable concept, a myth. It does not exist. There is no such thing. | |
| From: report of Karl Popper (The Logic of Scientific Discovery [1934]) by Bryan Magee - Popper Ch.2 | |
| A reaction: This is a nice bold summary of the Popper view - that falsification is the underlying rational activity which we mistakenly think is verification by repeated observations. Put like this, Popper seems to be wrong. We obviously learn from experiences. |
| 3860 | Science cannot be shown to be rational if induction is rejected [Newton-Smith on Popper] |
| Full Idea: If Popper follows Hume in abandoning induction, there is no way in which he can justify the claims that there is growth of scientific knowledge and that science is a rational activity. | |
| From: comment on Karl Popper (The Logic of Scientific Discovery [1934]) by W.H. Newton-Smith - The Rationality of Science III.3 |
| 11214 | We learn 'not' along with affirmation, by learning to either affirm or deny a sentence [Rumfitt] |
| Full Idea: The standard view is that affirming not-A is more complex than affirming the atomic sentence A itself, with the latter determining its sense. But we could learn 'not' directly, by learning at once how to either affirm A or reject A. | |
| From: Ian Rumfitt ("Yes" and "No" [2000], IV) | |
| A reaction: [compressed] This seems fairly anti-Fregean in spirit, because it looks at the psychology of how we learn 'not' as a way of clarifying what we mean by it, rather than just looking at its logical behaviour (and thus giving it a secondary role). |