6 found
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  1. Is the Humean Defeated by Induction?Benjamin T. H. Smart - 2013 - Philosophical Studies 162 (2):319-332.
    Many necessitarians about cause and law (Armstrong 1983; Mumford 2004; Bird 2007) have argued that Humeans are unable to justify their inductive inferences, as Humean laws are nothing but the sum of their instances. In this paper I argue against these necessitarian claims. I show that Armstrong is committed to the explanatory value of Humean laws (in the form of universally quantified statements), and that contra Armstrong, brute regularities often do have genuine explanatory value. I finish with a Humean attempt (...)
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  2. Dispositions and the Principle of Least Action Revisited.Benjamin T. H. Smart & Karim P. Y. Thébault - 2015 - Analysis 75 (3):386-395.
    Some time ago, Joel Katzav and Brian Ellis debated the compatibility of dispositional essentialism with the principle of least action. Surprisingly, very little has been said on the matter since, even by the most naturalistically inclined metaphysicians. Here, we revisit the Katzav–Ellis arguments of 2004–05. We outline the two problems for the dispositionalist identified Katzav in his 2004 , and claim they are not as problematic for the dispositional essentialist at it first seems – but not for the reasons espoused (...)
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  3.  7
    Is “Chronic Kidney Disease” a Disease?Benjamin T. H. Smart, Richard J. Stevens & Jan Y. Verbakel - 2018 - Journal of Evaluation in Clinical Practice 24 (5):1033-1040.
  4.  8
    Practicing Afrocentric Ethical Teaching.Benjamin T. H. Smart - 2020 - Teaching Philosophy 43 (2):179-199.
    Slowly, we are gaining a deeper understanding of the persisting psychological trauma experienced by students at colonial universities, and beginning to recognize that the Eurocentric curricula and pedagogies must change if students such as the “born-frees” in post-Apartheid South Africa are to flourish. In this article, I present a sub-Saharan African concept of “the ethical teacher,” and use this to ground a “ubiquitous action-reaction” teaching model. I use these concepts to develop a decolonized pedagogy – a teaching methodology that avoids (...)
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  5.  36
    Concepts and Causes in the Philosophy of Disease.Benjamin T. H. Smart - 2016 - London: Palgrave Macmillan UK.
    Disease is everywhere. Everyone experiences disease, everyone knows somebody who is, or has been diseased, and disease-related stories hit the headlines on a regular basis. Many important issues in the philosophy of disease, however, have received remarkably little attention from philosophical thinkers. -/- This book examines a number of important debates in the philosophy of medicine, including 'what is disease?', and the roles and viability of concepts of causation, in clinical medicine and epidemiology. Where much of the existing literature targets (...)
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  6.  18
    Untangling the Epidemiologist's Potential Outcomes Approach to Causation.Benjamin T. H. Smart - unknown
    In this paper I untangle a recent debate in the philosophy of epidemiology, focusing in particular on the Potential Outcomes Approach to causation. As the POA strategy includes the quantification of ‘contrary-to-fact’ outcomes, it is unsurprising that it has been likened to the counterfactual analysis of causation briefly proposed by David Hume, and later developed by David Lewis. However, I contend that this has led to much confusion. Miguel Hernan and Sarah Taubman have recently argued that meaningful causal inferences cannot (...)
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