Branden Fitelson

This (brief) note is about the (evidential) “favoring” relation. Pre-theoretically, favoring is a three-place (epistemic) relation, between an evidential proposition E and two hypotheses H1 and H2. Favoring relations are expressed via locutions of the form: E favors H1 over H2. Strictly speaking, favoring should really be thought of as a four-place relation, between E, H1, H2, and a corpus of background evidence K. But, for present purposes (which won't address issues involving K), I will suppress the background corpus, so as to simplify our discussion. Moreover, the favoring relation is meant to be a propositional epistemic relation, as opposed to a doxastic epistemic relation. That is, the favoring relation is not meant to be restricted to bodies of evidence that are possessed (as evidence) by some actual agent(s), or to hypotheses that are (in fact) entertained by some actual agent(s). In this sense, favoring is analogous to the relation of propositional justification — as opposed to doxastic justification (Conee 1980). In order to facilitate a comparison of Likelihoodist vs Bayesian explications of favoring, I will presuppose the following bridge principle, linking favoring and evidential support: • E favors H1 over H2 iff E supports H1 more strongly than E supports H2.1 Finally, I will only be discussing instances of the favoring relation involving contingent, empirical claims. So, it is to be understood that “favoring” will not apply if any of E, H1, or H2 are non-contingent (and/or non-empirical). With this background in place, we're ready to begin

There are various questions that arise in connection with the “intelligent design” (ID) controversy. This introductory section aims to distinguish five of these questions. Later sections are devoted to detailed discussions of each of these five questions. The first (and central) question is the one that has been discussed most frequently in the news lately: (Q1) Should ID be taught in our public schools? It is helpful to break this general “public school curriculum question” into the following two more specific sub-questions: (Q1.1) Should ID be included in the science curriculum of our public schools? (Q1.2) Should ID be included in some part of our public school curriculum? Of course, these public school curriculum questions should be distinguished from other (perhaps related, but distinct) questions that are often asked about ID. Here is another question that is very frequently discussed, not only in the debate about (Q1), but in the ID controversy generally: (Q2) What is ID? In other words, is ID a scientific theory, a religious doctrine, an..

The Paradox of the Ravens (a.k.a,, The Paradox of Confirmation) is indeed an old chestnut. A great many things have been written and said about this paradox and its implications for the logic of evidential support. The first part of this paper will provide a brief survey of the early history of the paradox. This will include the original formulation of the paradox and the early responses of Hempel, Goodman, and Quine. The second part of the paper will describe attempts to resolve the paradox within a Bayesian framework, and show how to improve upon them. This part begins with a discussion of how probabilistic methods can help to clarify the statement of the paradox itself. And it describes some of the early responses to probabilistic explications. We then inspect the assumptions employed by traditional (canonical) Bayesian approaches to the paradox. These assumptions may appear to be overly strong. So, drawing on weaker assumptions, we formulate a new-and-improved Bayesian confirmation-theoretic resolution of the Paradox of the Ravens.

In the first edition of LFP, Carnap [2] undertakes a precise probabilistic explication of the concept of confirmation. This is where modern confirmation theory was born (in sin). Carnap was interested mainly in quantitative confirmation (which he took to be fundamental). But, he also gave (derivative) qualitative and comparative explications: • Qualitative. E inductively supports H. • Comparative. E supports H more strongly than E supports H . • Quantitative. E inductively supports H to degree r . Carnap begins by clarifying the explicandum (the informal “inductive support” concept) in various ways, including.

Wayne (1995) critiques the Bayesian explication of the confirmational significance of evidential diversity (CSED) offered by Horwich (1982). Presently, I argue that Wayne’s reconstruction of Horwich’s account of CSED is uncharitable. As a result, Wayne’s criticisms ultimately present no real problem for Horwich. I try to provide a more faithful and charitable rendition of Horwich’s account of CSED. Unfortunately, even when Horwich’s approach is charitably reconstructed, it is still not completely satisfying.