Branden Fitelson

Note: This is not an ad hoc change at all. It’s simply the natural thing say here – if one thinks of F as a generalization of classical logical entailment. The extra complexity I had in my original (incorrect) definition of F was there because I was foolishly trying to encode some non-classical, or “relavant” logical structure in F. I now think this is a mistake, and that I should go with the above, classical account of F. Arguments about relevance logic need to be handled in a different way (and a different context!). And, besides, as Luca Moretti has shown (see below), the original definition of F cannot be the right basis for C ! OK, now on to C.

In applying Bayes’s theorem to the history of science, Bayesians sometimes assume – often without argument – that they can safely ignore very implausible theories. This assumption is false, both in that it can seriously distort the history of science as well as the mathematics and the applicability of Bayes’s theorem. There are intuitively very plausible counter-examples. In fact, one can ignore very implausible or unknown theories only if at least one of two conditions is satisfied: (i) one is certain that there are no unknown theories which explain the phenomenon in question, or (ii) the likelihood of at least one of the known theories used in the calculation of the posterior is reasonably large. Often in the history of science, a very surprising phenomenon is observed, and neither of these criteria is satisfied.

This article features long-sought proofs with intriguing properties (such as the absence of double negation and the avoidance of lemmas that appeared to be indispensable), and it features the automated methods for finding them. The theorems of concern are taken from various areas of logic that include two-valued sentential (or propositional) calculus and infinite-valued sentential calculus. Many of the proofs (in effect) answer questions that had remained open for decades, questions focusing on axiomatic proofs. The approaches we take are of added interest in that all rely heavily on the use of a single program that offers logical reasoning, William McCune's automated reasoning program OTTER. The nature of the successes and approaches suggests that this program offers researchers a valuable automated assistant. This article has three main components. First, in view of the interdisciplinary nature of the audience, we discuss the means for using the program in question (OTTER), which flags, parameters, and lists have which effects, and how the proofs it finds are easily read. Second, because of the variety of proofs that we have found and their significance, we discuss them in a manner that permits comparison with the literature. Among those proofs, we offer a proof shorter than that given by Meredith and Prior in their treatment of ukasiewicz's shortest single axiom for the implicational fragment of two-valued sentential calculus, and we offer a proof for the ukasiewicz 23-letter single axiom for the full calculus. Third, with the intent of producing a fruitful dialogue, we pose questions concerning the properties of proofs and, even more pressing, invite questions similar to those this article answers.

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..