Philosophers and scientists have maintained that causation, correlation, and partial correlation are essentially related. These views give rise to various rules of causal inference. This essay considers the claims of several philosophers and social scientists for causal systems with dichotomous variables. In section 2 important commonalities and differences are explicated among four major conceptions of correlation. In section 3 it is argued that whether correlation can serve as a measure of A's causal influence on B depends upon the conception of (...) causation being used and upon certain background assumptions. In section 4 five major kinds of partial correlation are explicated, and some of the important relations are established among two conceptions of partial correlation, the conception of screening off, the conception of partitioning, and the measures of causal influence which have been suggested by advocates of path analysis or structural equation methods. In section 5 it is argued that whether any of these five conceptions of partial correlation can serve as a measure of causal influence depends upon the conception of causation being used and upon certain background assumptions.The important conclusion is that each of the approaches (considered here) to causal inference for causal systems with dichotomous variables stands in need of important qualifications and revisions if they are to be justified. (shrink)

Two kinds of causal inference rules which are widely used by social scientists are investigated. Two conceptions of causation also widely used are explicated — the INUS and probabilistic conceptions of causation. It is shown that the causal inference rules which link correlation, a kind of partial correlation, and a conception of causation areinvalid. It is concluded anew methodology is required for causal inference.

In her paper entitled "Causal Laws and Effective Strategies" (1979), Cartwright sets out to establish the connection between laws of association and causal laws. In part Cartwright is trying to show the sense in which a cause increases the probability of its effect, and to explain what causal laws assert by giving an account of how causal laws are related to certain kinds of statistical laws. In section II we explicate the essential features of Cartwright's for- mulation and in section (...) III we argue that there are several reasons for believing that Cartwright's formulation is inadequate and must be rejected. Nonetheless, we believe Cartwright's formulation does contain two key insights into the nature of causation. In section IV we use these two insights to sketch out the key features of an alternative formulation that holds the certain laws of association are necessary conditions for causal laws. The alternative formu- lation, we believe, explains what it means to say a cause increases the probability of its effect. (shrink)

During the past decades several philosophers of science and social scientists have been interested in the problems of causation. Recently attention has been given to probabilistic causation in dichotomous causal systems. The paper uses the basic features of probabilistic causation to argue that the causal modeling approaches developed by such researchers as Blalock and Duncan can provide, when an additional assumption is added, adequate qualitative measures of one variableś causal influence upon another. Finally, some of the difficulties and issues involved (...) in developing adequate quantitative measures are discussed, and it is concluded that the causal modeling measures cannot provide adequate quantitative measures. (shrink)

Given the current concern in the Soviet Union and East Europe to emancipate public education from its Stalinist past, it is understandable that educators have called for the “humanizing” of education. Yet “humanization” is a none too clear idea and must be approached, I propose, through its opposite: dehumanization. Dehumanization, itself, can be understood as the denial of the dignity of the individual — a cardinal principle of the philosophies that comprise classical and contemporary liberal theory. This principle of the (...) dignity of the individual in turn implies duties for the liberal democratic state to treat all citizens (and for all citizens to treat each other) with equal respect as ends in themselves and equally as choosers of ends, as being, at least in principle, capable of choosing and acting on the ultimate ends in their own lives and as potential “sayers of great words and doers of great deeds” in the common public enterprise. Now in claiming that the principle of the dignity of the individual is central to an understanding of a just and humane society, we do not thereby commit ourselves to those doctrines long associated with liberalism, viz., ontological and moral individualism. The form of political, or united-reformed, liberalism argued for in this paper is clearly compatible with strong forms of community, even authoritarian types of community insofar as they do not transgress the principle of the dignity of the individual as regards informed choice. As decidedly non-perfectionist and agnostic about ultimate goods (tempered by the ban on all public forms of dehumanizing behavior and treatment), this form of political liberalism is neither individualistic nor communitarian, neither capitalist nor socialist (though the state is not indifferent to their fortunes). This rendering of the liberal democratic state sets the requirements for a deep and thorough political education that goes well beyond any familiar example today. In seeking to develop, to “humanize” individuals for a world of thought and action in the common public enterprise, political education — the premier form of education — in a liberal democratic state seeks to develop individuals who are theoretically informed and practically wise — thus the emphasis on the development of rationality in all of its forms. Moreover, despite the formal agnosticism of the state concerning ultimate human ends, a political education requires deep student exposure to and critical assessment of religion, possible ways of life, and those views of the human good that humans throughout history have found worthy of pursuit. And this even if it means that students will come to reject the principle of the dignity of the individual. (shrink)

Two kinds of causal inference rules which are widely used by social scientists are investigated. Two conceptions of causation also widely used are explicated -- the INUS and probabilistic conceptions of causation. It is shown that the causal inference rules which link correlation, a kind of partial correlation, and a conception of causation are invalid. It is concluded a new methodology is required for causal inference.

Given the current concern in the Soviet Union and East Europe to emancipate public education from its Stalinist past, it is understandable that educators have called for the “humanizing” of education. Yet “humanization” is a none too clear idea and must be approached, I propose, through its opposite: dehumanization. Dehumanization, itself, can be understood as the denial of the dignity of the individual — a cardinal principle of the philosophies that comprise classical and contemporary liberal theory. This principle of the (...) dignity of the individual in turn implies duties for the liberal democratic state to treat all citizens with equal respect as ends in themselves and equally as choosers of ends, as being, at least in principle, capable of choosing and acting on the ultimate ends in their own lives and as potential “sayers of great words and doers of great deeds” in the common public enterprise.Now in claiming that the principle of the dignity of the individual is central to an understanding of a just and humane society, we do not thereby commit ourselves to those doctrines long associated with liberalism, viz., ontological and moral individualism. The form of political, or united-reformed, liberalism argued for in this paper is clearly compatible with strong forms of community, even authoritarian types of community insofar as they do not transgress the principle of the dignity of the individual as regards informed choice. As decidedly non-perfectionist and agnostic about ultimate goods, this form of political liberalism is neither individualistic nor communitarian, neither capitalist nor socialist.This rendering of the liberal democratic state sets the requirements for a deep and thorough political education that goes well beyond any familiar example today. In seeking to develop, to “humanize” individuals for a world of thought and action in the common public enterprise, political education — the premier form of education — in a liberal democratic state seeks to develop individuals who are theoretically informed and practically wise — thus the emphasis on the development of rationality in all of its forms. Moreover, despite the formal agnosticism of the state concerning ultimate human ends, a political education requires deep student exposure to and critical assessment of religion, possible ways of life, and those views of the human good that humans throughout history have found worthy of pursuit. And this even if it means that students will come to reject the principle of the dignity of the individual. (shrink)

During the past decades several philosophers of science and social scientists have been interested in the problems of causation. Recently attention has been given to probabilistic causation in dichotomous causal systems. The paper uses the basic features of probabilistic causation to argue that the causal modeling approaches developed by such researchers as Blalock (1964) and Duncan (1975) can provide, when an additional assumption is added, adequate qualitative measures of one variableś causal influence upon another. Finally, some of the difficulties and (...) issues involved in developing adequate quantitative measures are discussed, and it is concluded that the causal modeling measures cannot provide adequate quantitative measures. (shrink)

Philosophers and scientists have maintained that causation, correlation, and "partial correlation" are essentially related. These views give rise to various rules of causal inference. This essay considers the "claims of several philosophers and social scientists for causal systems with dichotomous variables. In section 2 important commonalities and differences are explicated among four major conceptions of correlation. In section 3 it is argued that whether correlation can serve as a measure of A's causal influence on B depends upon the conception of (...) causation being used and upon certain background assumptions. In section 4 five major kinds of "partial correlation" are explicated, and some of the important relations are established among two conceptions of "partial correlation", the conception of "screening off", the conception of "partitioning", and the measures of causal influence which have been suggested by advocates of path analysis or structural equation methods. In section 5 it is argued that whether any of these five conceptions of "partial correlation" can serve as a measure of causal influence depends upon the conception of causation being used and upon certain background assumptions. The important conclusion is that each of the approaches (considered here) to causal inference for causal systems with dichotomous variables stands in need of important qualifications and revisions if they are to be justified. (shrink)