Prefaces, Sorites and Guides to Reasoning

Author(s):  
Rosanna Keefe

Is there an interesting relation between the Preface paradox and the Sorites paradox that might be used to illuminate either or both of those paradoxes and the phenomena of rationality and vagueness with which they, respectively, are bound up? In particular, if we consider the analogy alongside a familiar response to the Preface Paradox that employs degrees of belief, does this give any support to the thought that we should adopt some kind of degree-theoretic treatment of vagueness and the sorites? This chapter argues that it does not; indeed exploring the disanalogies contributes to a case against such a treatment of vagueness more generally. Among other views, it considers Edgington’s account of vagueness that employs a probabilistic structure of ‘verities’. It then contends that appeal to the framework of supervaluationism yields a better guide to reasoning in vague language than the degree-theoretic treatment can sustain.

Author(s):  
Alan Hájek

This chapter assimilates the Sorites Paradox and the Preface Paradox, drawing parallels between reasoning with uncertainty and reasoning with vague concepts (a theme that Dorothy Edgington has explored). It discusses experiments in which subjects are taken along soritical series of coloured patches, displaying so-called reverse hysteresis in their responses. The chapter offers an explanation of why reverse hysteresis is rational there. It presents a variant of the Preface Paradox—the Progressive Preface Paradox—that is analogous to the Sorites Paradox and its associated experiments, and it offers an analogous explanation of why reverse hysteresis is again rational. The explanation’s central idea is that ‘belief’ is context-dependent.


Ratio ◽  
2014 ◽  
Vol 29 (1) ◽  
pp. 29-41 ◽  
Author(s):  
Kenneth Boyce ◽  
Allan Hazlett

2019 ◽  
Vol 128 (3) ◽  
pp. 255-291 ◽  
Author(s):  
Sarah Moss

This paper defends an account of full belief, including an account of its relationship to credence. Along the way, I address several familiar and difficult questions about belief. Does fully believing a proposition require having maximal confidence in it? Are rational beliefs closed under entailment, or does the preface paradox show that rational agents can believe inconsistent propositions? Does whether you believe a proposition depend partly on your practical interests? My account of belief resolves the tension between conflicting answers to these questions that have been defended in the literature. In addition, my account complements fruitful probabilistic theories of assertion and knowledge.


Theoria ◽  
2008 ◽  
Vol 53 (2-3) ◽  
pp. 121-140 ◽  
Author(s):  
JOHN N. WILLIAMS

Author(s):  
Jonathan L. Kvanvig

The four primary epistemic paradoxes are the lottery, preface, knowability, and surprise examination paradoxes. The lottery paradox begins by imagining a fair lottery with a thousand tickets in it. Each ticket is so unlikely to win that we are justified in believing that it will lose. So we can infer that no ticket will win. Yet we know that some ticket will win. In the preface paradox, authors are justified in believing everything in their books. Some preface their book by claiming that, given human frailty, they are sure that errors remain. But then they justifiably believe both that everything in the book is true, and that something in it is false. The knowability paradox results from accepting that some truths are not known, and that any truth is knowable. Since the first claim is a truth, it must be knowable. From these claims it follows that it is possible that there is some particular truth that is known to be true and known not to be true. The final paradox concerns an announcement of a surprise test next week. A Friday test, since it can be predicted on Thursday evening, will not be a surprise yet, if the test cannot be on Friday, it cannot be on Thursday either. For if it has not been given by Wednesday night, and it cannot be a surprise on Friday, it will not be a surprise on Thursday. Similar reasoning rules out all other days of the week as well; hence, no surprise test can occur next week. On Wednesday, the teacher gives a test, and the students are taken completely by surprise.


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