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Brian Hill [17]Brian V. Hill [12]Brian Victor Hill [1]Brian Jack Hill [1]
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  1. Awareness Dynamics.Brian Hill - 2010 - Journal of Philosophical Logic 39 (2):113-137.
    In recent years, much work has been dedicated by logicians, computer scientists and economists to understanding awareness, as its importance for human behaviour becomes evident. Although several logics of awareness have been proposed, little attention has been explicitly dedicated to change in awareness. However, one of the most crucial aspects of awareness is the changes it undergoes, which have countless important consequences for knowledge and action. The aim of this paper is to propose a formal model of awareness change, and (...)
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  2.  30
    Representation Theorems and the Semantics of Decision-Theoretic Concepts.Mikaël Cozic & Brian Hill - 2015 - Journal of Economic Methodology 22 (3):292-311.
    Contemporary decision theory places crucial emphasis on a family of mathematical results called representation theorems, which relate criteria for evaluating the available options to axioms pertaining to the decision-maker’s preferences. Various claims have been made concerning the reasons for the importance of these results. The goal of this article is to assess their semantic role: representation theorems are purported to provide definitions of the decision-theoretic concepts involved in the evaluation criteria. In particular, this claim shall be examined from the perspective (...)
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  3. Climate Change Assessments: Confidence, Probability and Decision.Richard Bradley, Casey Helgeson & Brian Hill - 2017 - Philosophy of Science 84 (3):500–522.
    The Intergovernmental Panel on Climate Change has developed a novel framework for assessing and communicating uncertainty in the findings published in their periodic assessment reports. But how should these uncertainty assessments inform decisions? We take a formal decision-making perspective to investigate how scientific input formulated in the IPCC’s novel framework might inform decisions in a principled way through a normative decision model.
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  4.  84
    Living Without State-Independence of Utilities.Brian Hill - 2009 - Theory and Decision 67 (4):405-432.
    This article is concerned with the representation of preferences which do not satisfy the ordinary axioms for state-independent utilities. After suggesting reasons for not being satisfied with solutions involving state-dependent utilities, an alternative representation shall be proposed involving state-independent utilities and a situation-dependent factor. The latter captures the interdependencies between states and consequences. Two sets of axioms are proposed, each permitting the derivation of subjective probabilities, state-independent utilities, and a situation-dependent factor, and each operating in a different framework. The first (...)
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  5.  32
    Towards a “Sophisticated” Model of Belief Dynamics. Part I: The General Framework.Brian Hill - 2008 - Studia Logica 89 (1):81-109.
    It is well-known that classical models of belief are not realistic representations of human doxastic capacity; equally, models of actions involving beliefs, such as decisions based on beliefs, or changes of beliefs, suffer from a similar inaccuracies. In this paper, a general framework is presented which permits a more realistic modelling both of instantaneous states of belief, and of the operations involving them. This framework is motivated by some of the inadequacies of existing models, which it overcomes, whilst retaining technical (...)
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  6.  39
    A Contraction-Free and Cut-Free Sequent Calculus for Propositional Dynamic Logic.Brian Hill & Francesca Poggiolesi - 2010 - Studia Logica 94 (1):47-72.
    In this paper we present a sequent calculus for propositional dynamic logic built using an enriched version of the tree-hypersequent method and including an infinitary rule for the iteration operator. We prove that this sequent calculus is theoremwise equivalent to the corresponding Hilbert-style system, and that it is contraction-free and cut-free. All results are proved in a purely syntactic way.
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  7.  97
    Logic of Change, Change of Logic.Hans van Ditmarsch, Brian Hill & Ondrej Majer - 2009 - Synthese 171 (2):227 - 234.
  8.  54
    Towards a “Sophisticated” Model of Belief Dynamics. Part II: Belief Revision.Brian Hill - 2008 - Studia Logica 89 (3):291-323.
    In the companion paper (Towards a “sophisticated” model of belief dynamics. Part I), a general framework for realistic modelling of instantaneous states of belief and of the operations involving them was presented and motivated. In this paper, the framework is applied to the case of belief revision. A model of belief revision shall be obtained which, firstly, recovers the Gärdenfors postulates in a well-specified, natural yet simple class of particular circumstances; secondly, can accommodate iterated revisions, recovering several proposed revision operators (...)
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  9.  12
    Fiction, Counterfactuals: The Challenge for Logic.Brian Hill - 2012 - In Torres Juan, Pombo Olga, Symons John & Rahman Shahid (eds.), Special Sciences and the Unity of Science. Springer. pp. 277--299.
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  10. Analytic Logic of Proofs.Francesca Poggiolesi & Brian Hill - forthcoming - Annals of Pure and Applied Logic.
     
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  11.  17
    Teaching Children to Make Moral Decisions.Brian V. Hill - 1972 - Educational Philosophy and Theory 4 (2):47–56.
  12.  36
    Seeking Understanding by Which to Educate.Brian V. Hill - 2009 - Educational Philosophy and Theory 41 (7):761-764.
  13.  6
    ‘Spiritual Development’ in the Education Reform Act: A Source of Acrimony, Apathy or Accord?1.Brian V. Hill - 1989 - British Journal of Educational Studies 37 (2):169-182.
  14.  10
    Logic of Change, Change of Logic.Hans Ditmarsch, Brian Hill & Ondrej Majer - 2009 - Synthese 171 (2):227-234.
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  15.  17
    Education for Rational Morality or Moral Rationality1.Brian V. Hill - 1972 - Educational Theory 22 (3):286-292.
  16.  31
    ‘Spiritual Development’ in the Education Reform Act: A Source of Acrimony, Apathy or Accord?1.Brian V. Hill - 1989 - British Journal of Educational Studies 37 (2):169 - 182.
  17.  13
    Soren Kierkegaard and Educational Theory.Brian V. Hill - 1966 - Educational Theory 16 (4):344-353.
  18. Combining Probability with Qualitative Degree-of-Certainty Metrics in Assessment.Casey Helgeson, Richard Bradley & Brian Hill - 2018 - Climatic Change 149:517-525.
    Reports of the Intergovernmental Panel on Climate Change (IPCC) employ an evolving framework of calibrated language for assessing and communicating degrees of certainty in findings. A persistent challenge for this framework has been ambiguity in the relationship between multiple degree-of-certainty metrics. We aim to clarify the relationship between the likelihood and confidence metrics used in the Fifth Assessment Report (2013), with benefits for mathematical consistency among multiple findings and for usability in downstream modeling and decision analysis. We discuss how our (...)
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  19.  23
    An Analytic Calculus for the Intuitionistic Logic of Proofs.Brian Hill & Francesca Poggiolesi - 2019 - Notre Dame Journal of Formal Logic 60 (3):353-393.
    The goal of this article is to take a step toward the resolution of the problem of finding an analytic sequent calculus for the logic of proofs. For this, we focus on the system Ilp, the intuitionistic version of the logic of proofs. First we present the sequent calculus Gilp that is sound and complete with respect to the system Ilp; we prove that Gilp is cut-free and contraction-free, but it still does not enjoy the subformula property. Then, we enrich (...)
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  20.  68
    Awareness and Equilibrium.Brian Hill - 2013 - Synthese 190 (5):851-869.
    There has been a recent surge of interest among economists in developing models of doxastic states that can account for some aspects of human cognitive limitations that are ignored by standard formal models, such as awareness. Epistemologists purport to have a principled reason for ignoring the question of awareness: under the equilibrium conception of doxastic states they favour, a doxastic state comprises the doxastic commitments an agent would recognise were he fully aware, so the question of awareness plays no role. (...)
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  21.  14
    Behavior, Learning and Control: Some Philosophical Difficulties in the Writings of B. F. Skinner.Brian V. Hill - 1972 - Educational Theory 22 (2):230-241.
  22. Logicality: From A Local Point Vİew.Brian Hill - unknown - Yeditepe'de Felsefe (Philosophy at Yeditepe) 7.
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  23.  25
    Le Problème Dynamique de L’Induction.Brian Hill - 2009 - Dialogue 48 (4):701.
    RÉSUMÉ : Depuis l’ouvrage classique de Goodman, on sait que toute théorie de l’induction doit comporter une composante non formelle. Or, la liberté théorique offerte par le recours à un tel élément implique des responsabilités. Cet article propose comme desideratum d’une théorie de l’induction qu’elle rende compte de la dynamique de sa composante non formelle. Ce desideratum, qui est nouveau, n’est pas satisfait par les principales théories existantes de l’induction. L’identification de l’importance de la dynamique a pourtant l’avantage de suggérer (...)
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  24.  7
    Seeking Understanding by Which to Educate.Brian V. Hill - 2009 - Educational Philosophy and Theory 41 (7):761-764.
  25.  10
    Teaching Children to Make Moral Decisions.Brian V. Hill - 1972 - Educational Philosophy and Theory 4 (2):47-56.
  26.  58
    The Schooling of Ethics.Brian V. Hill - 2014 - Educational Philosophy and Theory 46 (3):1-15.
    Growing concern about a shrinking cultural consensus on values, coupled with religious pluralisation and the realisation that schooling is not, and cannot be, value-neutral,have led to proposals to teach ethics in schools, interpreted as a contribution of the discipline of philosophy to the common curriculum. To the extent that this approach is seen to hinge on the alleged autonomy of ethics, it has the potential to indoctrinate the contestable view that rationality is the prime motivator of moral commitment. A case (...)
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  27. What's Open About Open Education.Brian V. Hill - 1975 - In David Nyberg (ed.), The Philosophy of Open Education. Routledge and Kegan Paul. pp. 3--13.
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  28. Common Knowledge: Finite Calculus with Syntactic Cut-Elimination Procedure.Francesca Poggiolesi & Brian Hill - forthcoming - Logique Et Analyse.
     
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