Online research in philosophy

I argue that Kant’s four Paralogistic conclusions concerning (a) substantiality; (b1) unity and (b2) immortality, in the famous “Achillesargument”; (c) personal identity; and (d) metaphysical idealism, in the first edition Critique of Pure Reason (1781), are all connectedby being grounded in a common underlying rational principle, an a priori (universal and necessary) presupposition, namely, that boththe mind and its essential attribute of thinking are immaterial and unextended, i.e., simple. Consequently, despite Kant’s predilectionfor architectonic divisions and separations, I show that in fact the simplicity assumption grounds all four Paralogisms and reinforcesKant’s corresponding commitments to the principles of continuity and coherence. Further, I maintain that Kant, under the influence ofhis earlier Leibnizian and subjective idealist leanings, continued to be guided in the first edition Critique, not only in the Paralogismsbut also in certain sections of the Analytic, by emphasizing unconscious activities, which once more reinforced his commitments to aparadigm of the simplicity, unity, and identity of self-consciousness or apperception.

Often, when people discuss the role of simplicity in science, they do not notice the trade-off between simplicity of ontology and simplicity of theory using an ontology. Einstein appears to have been emphasising simplicity of ontology (basic elements), though he might have included theory as well (basic axioms/assumptions).

Attempts to show that the simplicity of a hypothesis can be measured by attending to how well it answers certain kinds of questions.

The problem of simplicity involves three questions: How is the simplicity of a hypothesis to be measured? How is the use of simplicity as a guide to hypothesis choice to be justified? And how is simplicity related to other desirable features of hypotheses -- that is, how is simplicity to be traded-off? The present paper explores these three questions, from a variety of viewpoints, including Bayesianism, likelihoodism, and the framework of predictive accuracy formulated by Akaike (1973). It may turn out that simplicity has no global justification -- that its justification varies from problem to problem.

The idea that simplicity matters in science is as old as science itself, with the much cited example of Ockham's Razor, 'entia non sunt multiplicanda praeter necessitatem': entities are not to be multiplied beyond necessity. A problem with Ockham's razor is that nearly everybody seems to accept it, but few are able to define its exact meaning and to make it operational in a non-arbitrary way. Using a multidisciplinary perspective including philosophers, mathematicians, econometricians and economists, this monograph examines simplicity by asking six questions: What is meant by simplicity? How is simplicity measured? Is there an optimum trade-off between simplicity and goodness-of-fit? What is the relation between simplicity and empirical modelling? What is the relation between simplicity and prediction? What is the connection between simplicity and convenience? The book concludes with reflections on simplicity by Nobel Laureates in Economics.

The Bell 1964 theorem states that nonlocality is a necessary feature of hidden variable theories that reproduce the statistical predictions of quantum mechanics. In view of the no-go theorems for non-contextual hidden variable theories already existing up to 1964, and due to Gleason and Bell, one is forced to acknowledge the contextual character of the hidden variable theory which the Bell 1964 theorem refers to. Both the mathematical and the physical justifications of this contextualism are reconsidered. Consequently, the role of contextualism in recent no-hidden-variables proofs and the import of these proofs are investigated. With reference to the physical intuition underlying contextualism, the possibility is considered whether a context-dependence of individual measurement results is compatible with context-independence of the statistics of measurement results.

Despite the United States' economic abundance, "the good life" has proved elusive. Millions long for more time for friends and family, for reading or walking or relaxing. Instead our lives are frantic, hectic, and harried. In Graceful Simplicity, Jerome M. Segal, philosopher, political activist, and former staff member of the House Budget Committee, expands and deepens the contemporary discourse on simple living. He articulates his conception of a politics of simplicity--one rooted in beauty, peace of mind, appreciativeness, and generosity of spirit.

For more than one decade, Andy Clark has defended the now-famous extended mind thesis, the idea that cognitive processes leak into the world. In this paper I analyse Clark’s theoretical justification for the thesis: explanatory simplicity. I argue that his way of justifying the thesis leads into contradiction, either at the level of propositional attitude ascriptions or at the theoretical level. I evaluate three possible strategies of dealing with this issue, concluding that they are all likely to fail and that therefore, as regards explanatory simplicity, the burden of proof is on Clark’s side. The paper divides into two main sections: in “Simplicity and Coherence”, I define the two concepts that are important in this context (simplicity and explanatory coherence). In “How to Cope with Coherence”, these two concepts are applied to the central thought experiment, the Inga/Otto case. It will be shown that justifying the extended mind thesis by reference to simplicity may cause trouble, because ‘extended’ behavioural descriptions are likely to yield rather complicated explanations.

Abstract The learning associated with the hidden curriculum is likely to be unconscious. This raises questions about the moral standing of the hidden curriculum, which seems to violate two basic rights of the pupils: (1) the right to decide for themselves what they wish to study; (2) the right to be aware of the forces that have influenced them. Seeing as hidden curricula are unavoidable components of all education, this raises questions about the morality of education itself. It is thus the task of the school to raise the hidden curriculum to the consciousness of the pupils, in order to protect them from its influence. ?Raising the hidden curriculum to consciousness? can be interpreted in different ways. The strategies associated with the relevant interpretations are problematic. However, their implementation is essential for the moral education of the pupils.