This is Philosophy of Science. Franz-Peter Griesmaier
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Название: This is Philosophy of Science

Автор: Franz-Peter Griesmaier

Издательство: John Wiley & Sons Limited

Жанр: Математика

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isbn: 9781119758006

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СКАЧАТЬ style="font-size:15px;">      6 Therefore, from 2, 3, and 5, it follows that a piece of white chalk confirms the generalization “All ravens are black.”

      The conclusion stated on line 6 gives rise to the paradox we are worried about. What happens if we replace the confirmation approach by the falsification approach? Somewhat surprisingly, the paradox doesn’t arise. “All nonblack things are nonravens” is falsified by a nonblack thing that is a raven, which is the same as a raven that is not black. Of course, ravens that are not black also falsify the original hypothesis, “All ravens are black.” Thus, the same piece of evidence falsifies the hypothesis in both of its logically equivalent formulations. There is not a whiff of paradox here. To see this more clearly, let’s cast the falsification treatment of the “Raven Paradox” in explicit argument form as well:

       1*. Negative instances falsify a universal generalization, such as the generalization “All ravens are black.”

       2*. Logically equivalent theories are falsified by the same evidence.

       3*. “All ravens are black” is logically equivalent to “All nonblack things are nonravens.”

       4*. A nonblack raven is a negative instance of the generalization “All nonblack things are nonravens.”

       5*. Thus, from 1, it follows that a nonblack raven falsifies the generalization “All nonblack things are nonravens.”

       6*. Therefore, from 2, 3, and 5, it follows that a nonblack raven falsifies the generalization “All ravens are black.”

      It might be tempting to regard the falsificationist treatment of Hempel’s Raven Paradox as a decisive victory for Popper’s approach. It apparently can honor the idea that logically equivalent theories should be treated the same by the same evidence without leading to a paradox. Hempel’s confirmation approach, in contrast, leads to a paradox. However, there are also serious problems besetting Popper’s approach. To see this, let’s return to the spherical earth example from earlier.

      3.2.4 On Flat Earth and Bending Light

      Consider a member of the flat earth society. He believes that the earth is flat. Obviously, he has to defend against the evidence from partially disappearing ships. For if the flat earth theory were true, we expect to observe just continuous shrinking, but not partial disappearance. However, we do observe partial disappearance. It seems that this observation falsifies the flat earth theory decisively. However, the flat earther has a move left, even if it will strike you as some sort of a parlor trick.

      In response to the partially disappearing ship, he might say something along these lines: “Well, this observation is quite compatible with a flat earth. For example, if light didn’t travel in straight lines, but was simply bent slightly toward the earth on its trip from the ship to the observer, then, after a certain distance, the light reflecting off the bottom of the ship would hit the water before it had a chance to reach the eyes of the observer. Thus, the bottom of the ship will disappear from sight before the masts will, even though the earth is flat.”

      You might still resist this move of blaming an auxiliary hypothesis (in our case, the claim that light travels in straight lines); it might strike you as cheating. But there are many other examples where this move is exactly the move to make. Suppose a group of physics majors gets a result in a lab exercise that contradicts some well-established theory. Clearly, we are not immediately going to overthrow the theory. Rather, we’ll blame the students: They didn’t set up the experiment correctly, they misread the measuring instrument, the instrument was broken, or what have you. The last thing we do is take them to have falsified classical mechanics! If we were to go there, all theories in physics, chemistry, and so on would continuously be falsified by legions of students doing lab exercises in colleges all over the US on a daily basis. Let’s not go there.

      3.3 The Demarcation Problem