A Little Thought Experiment concerning Historical Explanation

1980 ◽  
Vol 2 (4) ◽  
pp. 574-581
Author(s):  
Steve Sapontzis ◽  
2021 ◽  
Vol 21 (1) ◽  
pp. 40-49
Author(s):  
Bogdan V. Faul ◽  

The author modifies A. Mele’s thought experiment for externalism about moral res­ponsibility, which suggests that the agent’s history partially determines whether the agent is morally responsible for particular actions, or the consequences of actions. The original thought experiment constructs a situation in which the individual is not morally responsible for the killing because of manipulation, that is, for a reason external to the agent. A. Mele’s theory was criticized by A.V. Mertsalov, D.B. Volkov, and V.V. Vasiliev at the seminar orga­nized by the Moscow Center for Consciousness. The arguments against A. Mele's theory had the following structure: A.A. Mele does not show that the historical explanation is the best explanation, because there are competing explanations, no less convincing, which are in­compatible with A. Mele’s externalism. The author explicates and analyzes the expla­nations offered by philosophers from the Moscow Center for Consciousness: the explanation from identity, the explanation from self-identification, the explanation from the condition of knowledge, the explanation from future states. Although these explanations apply to Mele’s original thought experiment, they cannot explain the absence of moral responsibility in the modified thought experiment proposed by the author: the explanations from identity and self-identification are excluded by the gradual change in the agent structure of personality; the explanation of knowledge conditions is refuted by including knowledge of manipulation in the conditions of the thought experiment; the explanation of future states is excluded by removing relevant future states from the thought experiment.


2015 ◽  
pp. 123-140 ◽  
Author(s):  
O. Koshovets ◽  
T. Varkhotov

The paper considers the analogy of theoretical modeling and thought experiment in economics. The authors provide historical and epistemological analysis of thought experiments and their relations to the material experiments in natural science. They conclude that thought experiments as instruments are used both in physics and in economics, but in radically different ways. In the natural science, a thought experiment is tightly connected to the material experimentation, while in economics it is used in isolation. Material experiments serve as a means to demonstrate the reality, while thought experiments cannot be a full-fledged instrument of studying the reality. Rather, they constitute the instrument of structuring the field of inquiry.


1993 ◽  
Vol 32 (4I) ◽  
pp. 541-582 ◽  
Author(s):  
M. Ali Khan

I have no knowledge of either Sanskrit or Arabic. But I have done what I could to form a correct estimate of their value. I have never found one ... who could deny that a single shelf of a good European library was worth the whole native literature of India and Arabia. i If truth is not to be found on the shelves of the British Museum, where, I asked myself, picking up a notebook and a pencil, is truth.2 Education is a weapon whose effect depends on who holds it in his hand and who is struck with it.Consider a shop, here and now, which stocks a finite but very large number of commodities, each of whose characteristics is known to both the shoppers and the shopkeeper, and each of whose prices is posted at the shopdoor. Let one of these cOinmodities be units of undergraduate education, measured in years. The following scenario, thought-experiment if one prefers, brings out how the shop functions. I send someone shopping. I give him a slip marked "five years of undergraduate education." He takes the slip to the shopkeeper, who.......


2019 ◽  
Author(s):  
Matheus Pereira Lobo

We propose a thought experiment regarding the pullback Schwarzschild metric, considering that there is no interior of a black hole.


Author(s):  
Shiv Visvanathan

This chapter is an attempt to look at the question of quality within a wider vision of diversity and democracy. It is an effort to show how epistemological approaches to knowledge and democracy help to determine the quality of knowledge, life and well-being in a society. The chapter also discusses the problems of science and examines the current nature of discourse in scientific education in India.


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