On Feb 27, 9:38 pm, Dale <inva...@invalid.invalid> wrote:
> what can you really know besides that you exist?
>
Are you saying that it is impossible for some machine to produce an
experience that seems like it is you experiencing something. What if
it is not really you but instead is just some algorithms on some
future device that produce and experience that claims it is you?
I mean you seem to be claiming that you can produce evidence that you
exist.
> we don't know much else for sure, so we infer, and place faith in status
> quo inference until we have better inference
>
Science does the same thing and only with instruments and people.
> science comes from the latin word scientia meaning "knowing"
>
Scientific Method
A science project is an investigation using the scientific method to
discover the answer to a scientific problem. Before starting your
project, you need to understand the scientific method. This section
uses examples to illustrate and explain the basic steps of the
scientific method. The scientific method is the "tool" that scientists
use to find the answers to questions. It is the process of thinking
through the possible solutions to a problem and testing each
possibility to find the best solution. The scientific method involves
the following steps: doing research, identifying the problem, stating
a hypothesis, conducting project experimentation, and reaching a
conclusion.
Research is the process of collecting information from your own
experiences, knowledgeable sources, and data from exploratory
experiments. Your first research is used to select a project topic.
This is called topic research. For example, you observe a black growth
on bread slices and wonder how it got there. Because of this
experience, you decide to learn more about mold growth. Your topic
will be about fungal reproduction. (Fungal refers to plant-like
organisms called fungi, which cannot make their own food, and
reproduction is the making of a new offspring.) CAUTION: If you are
allergic to mold, this is not a topic you would investigate. Choose a
topic that is safe for you to do.
After you have selected a topic, you begin what is called project
research. This is research to help you understand the topic, express a
problem, propose a hypothesis, and design one or more project
experiments—experiments designed to test the hypothesis. An example of
project research would be to place a fresh loaf of white bread in a
bread box and observe the bread over a period of time as an
exploratory experiment. The result of this experiment and other
research give you the needed information for the next step—identifying
the problem.
Do use many references from printed sources—books, journals,
magazines, and newspapers—as well as electronic sources—computer
software and online services.
Do gather information from professionals—instructors, librarians, and
scientists, such as physicians and veterinarians.
Do perform other exploratory experiment related to your topic.
Problem
The problem is the scientific question to be solved. It is best
expressed as an "open-ended" question, which is a question that is
answered with a statement, not just a yes or a no. For example, "How
does light affect the reproduction of bread mold on white bread?"
Do limit your problem. Note that the previous question is about one
life process of molds—reproduction; one type of mold—bread mold; one
type of bread—white bread; and one factor that affects its
growth—light. To find the answer to a question such as "How does light
affect molds?" would require that you test different life processes
and an extensive variety of molds.
Do choose a problem that can be solved experimentally. For example,
the question "What is a mold?" can be answered by finding the
definition of the word mold in the dictionary. But, "At room
temperature, what is the growth rate of bread mold on white bread?" is
a question that can be answered by experimentation.
Hypothesis
A hypothesis is an idea about the solution to a problem, based on
knowledge and research. While the hypothesis is a single statement, it
is the key to a successful project. All of your project research is
done with the goal of expressing a problem, proposing an answer to it
(the hypothesis), and designing project experimentation. Then all of
your project experimenting will be performed to test the hypothesis.
The hypothesis should make a claim about how two factors relate. For
example, in the following sample hypothesis, the two relating factors
are light and bread mold growth. Here is one example of a hypothesis
for the earlier problem question:
"I believe that bread mold does not need light for reproduction on
white bread. I base my hypothesis on these facts:
Organisms with chlorophyll need light to survive. Molds do not have
chlorophyll.
In my exploratory experiment, bread mold grew on white bread kept in a
dark bread box."
Do state facts from past experiences or observations on which you base
your hypothesis.
Do write down your hypothesis before beginning the project
experimentation.
Don't change your hypothesis even if experimentation does not support
it. If time permits, repeat or redesign the experiment to confirm your
results.
Project Experimentation
Project experimentation is the process of testing a hypothesis. The
things that have an effect on the experiment are called variables.
There are three kinds of variables that you need to identify in your
experiments: independent, dependent, and controlled.
The independent variable is the variable you purposely manipulate
(change). The dependent variable is the variable that is being
observed, which changes in response to the independent variable. The
variables that are not changed are called controlled variables.
The problem in this section concerns the effect of light on the
reproduction of bread mold. The independent variable for the
experiment is light and the dependent variable is bread mold
reproduction. A control is a test in which the independent variable is
kept constant in order to measure changes in the dependent variable.
In a control, all variables are identical to the experimental
setup—your original setup—except for the independent variable. Factors
that are identical in both the experimental setup and the control
setup are the controlled variables. For example, prepare the
experiment by placing three or four loaves of white bread in cardboard
boxes the size of a bread box, one loaf per box. Close the boxes so
that they receive no light. If, at the end of a set time period, the
mold grows, you might decide that no light was needed for mold
reproduction. But, before making this decision, you must determine
experimentally if the mold would grow with light. Thus, control groups
must be set up of bread that receives light throughout the testing
period. Do this by placing an equal number of loaves in comparable-
size boxes, but leave them open.
The other variables for the experimental and control setup, such as
the environmental conditions for the room where the boxes are
placed—temperature and humidity—and the brand of the breads used must
be kept the same. These are controlled variables. Note that when
designing the procedure of your project experiment, you must include
steps for measuring the results. For example, to measure the amount of
mold growth, you might draw 1/2-inch (1-cm) squares on a transparent
sheet of plastic. This could be placed over the bread, and the number
of squares with mold growth could be counted. Also, as it is best to
perform the experiment more than once, it is also good to have more
than one control. You might have one control for every experimental
setup.
Do have only one independent variable during an experiment.
Do repeat the experiment more than once to verify your results.
Do have a control.
Do have more than one control, with each being identical.
Do organize data. (See A Sample Project for information on organizing
data from experiments.)
Project Conclusion
The project conclusion is a summary of the results of the project
experimentation and a statement of how the results relate to the
hypothesis. Reasons for experimental results that are contrary to the
hypothesis are included. If applicable, the conclusion can end by
giving ideas for further testing.
If your results do not support your hypothesis:
DON'T change your hypothesis.
DON'T leave out experimental results that do not support your
hypothesis.
DO give possible reasons for the difference between your hypothesis
and the experimental results.
DO give ways that you can experiment further to find a solution.
If your results support your hypothesis:
You might say, for example, "As stated in my hypothesis, I believe
that light is not necessary during the germination of bean seeds. My
experimentation supports the idea that bean seeds will germinate
without light. After seven days, the seeds tested were seen growing in
full light and in no light. It is possible that some light reached the
'no light' containers that were placed in a dark closet. If I were to
improve on this experiment, I would place the 'no light' containers in
a light-proof box and/or wrap them in light-proof material, such as
aluminum foil."
http://school.discovery.com/sciencefaircentral/scifairstudio/handbook/scientificmethod.html
Two views of Deduction & Induction:
View 1: conclusion;
Deduction = infers particular from general truths
Induction = infers general from particular truths
View 2: conclusion;
Deduction = follows with absolute necessity
Induction = follows with some degree of probability
In defense of view 2:
Deduction and Induction From
Introduction to Logic Irving M. Copi
http://www.amazon.com/exec/obidos/tg/detail/-/0130749214/
1.6 Deduction and Induction
Arguments are traditionally divided into two different types,
deductive and inductive. Every argument involves the claim (noted
earlier) that its premisses provide some grounds for the truth of its
conclusion, but only a deductive argument involves the claim that its
premisses provide conclusive grounds for its conclusion. When the
reasoning in a deductive argument is correct, we call that argument
valid; when the reasoning of a deductive argument is incorrect, we
call that argument invalid.
We may therefore define validity as follows. A deductive argument is
valid when its premisses, if true, do provide conclusive grounds for
the truth of its conclusion. In a valid deductive argument (but not in
an inductive argument), premisses and conclusion are so related that
it is absolutely impossible for the premisses to be true unless the
conclusion is true also.
In every deductive argument, either the premisses succeed in providing
conclusive grounds for the truth of the conclusion, or they do not
succeed. Therefore, every deductive argument is either valid or
invalid. This is a point of some importance: If a deductive argument
is not valid, it must be invalid; if it is not invalid, it must be
valid. But note that the terms "valid" and "invalid" do not apply to
inductive arguments; for inductive arguments, other terms of appraisal
are required.
In the realm of deductive logic, the central task is to clarify the
relation between premisses and conclusion in valid arguments, and thus
to allow us to discriminate valid from invalid arguments...
An inductive argument makes a very different claim: not that its
premisses give conclusive grounds for the truth of its conclusion, but
only that its premisses provide some support for that conclusion.
Inductive arguments, therefore, cannot be "valid" or "invalid" in the
sense in which these terms are applied to deductive arguments. Of
course, inductive arguments may be evaluated as better or worse,
according to the degree of support given to their conclusions by their
premisses. Thus, the greater the likelihood, or probability, that its
premisses confer on its conclusion, the greater the merit of an
inductive argument. But that likelihood, even when the premisses are
all true, must fall short of certainty. The theory of induction and
the methods of calculating probabilities are presented in Part 3 of
this book.
The distinction between deductive and inductive arguments is sometimes
drawn in a different way-centering on the relative generality of their
premisses and conclusions. Deductive inferences, it is sometimes said,
move from the general to the particular, while inductive inferences
move from the particular to the general. On analysis, this way of
distinguishing them proves unsatisfactory. ["William Whewell, in The
Philosophy of the Inductive Sciences (1840), put it thus: ". . . in
Deduction we infer particular from general truths; while in Induction
we infer general from particular."]
In that tradition, the classical example of a deductive argument:
All humans are mortal.
Socrates is human.
Therefore Socrates is mortal.
does indeed have a particular conclusion, inferred validly from two
premisses of which the first is a general or universal proposition.
[The term "particular" was used by Whewell, and other logicians in his
tradition, to refer to propositions about a single thing (e.g.,
Socrates) as well as to propositions about some but not necessarily
all members of a given class (e.g., some humans). More recent logical
practice uses the phrase "particular propositions" to refer only to
the latter group. At this point, we are examining Whewell's view and
therefore follow his usage.] It is also true that a very common form
of inductive argument is one in which a general or universal
conclusion is inferred from a group of premisses, all of which are
particular, as in this example:
Socrates is human and mortal.
Xanthippe is human and mortal
Sappho is human and mortal.
Therefore probably all humans are mortal.
But this method of distinguishing between deduction and induction does
not always work. The difficulty lies in the fact that a valid
deductive argument may have universal propositions for its conclusion
as well as for its premisses, as in:
All animals are mortal.
All humans are animals.
Therefore all humans are mortal.
And a valid deductive argument may have particular propositions for
its premisses as well as for its conclusion, as in:
If Socrates is human then Socrates is mortal.
Socrates is human.
Therefore Socrates is mortal.
Moreover, an inductive argument need not rely only on particular
premisses but may have universal (i.e., general) propositions for its
premisses as well for its conclusions, as in:
All cows are mammals and have lungs.
All whales are mammals and have lungs.
All humans are mammals and have lungs.
Therefore probably all mammals have lungs.
And further, an inductive argument may have a particular proposition
as its conclusion, as in:
Hitler was a dictator and was ruthless.
Stalin was a dictator and was ruthless.
Castro is a dictator.
Therefore Castro is probably ruthless.
These counterexamples show that it is not satisfactory to characterize
deductive arguments as those in which particular conclusions are
inferred from general premisses; nor is it satisfactory to
characterize inductive arguments as those in which general conclusions
are inferred from particular premisses.
The fundamental difference between these two kinds of argument lies in
the claims that are made about the relations between premisses and
conclusion. Deductive arguments are those in which a very strict or
close relationship is claimed to hold between the premisses and the
conclusions. If a deductive argument is valid, then, given the truth
of its premisses, its conclusion must be true no matter what else may
be the case.
For example, if it is true that all humans are mortal, and if it is
true that Socrates is a human, then it must be true that Socrates is
mortal no matter what else may be true in the world and no matter what
other premisses are added or other information discovered. If we find
that Socrates is ugly, or that angels are immortal, or that cows give
milk, this finding affects the validity of the argument not one bit;
the conclusion that Socrates is mortal follows from any enlarged set
of premisses with deductive certainty, just as it did from the two
premisses originally given. If an argument is valid, nothing
additional in the world can make it more valid; if a conclusion is
validly inferred from some set of premisses, nothing can be added to
that set to make that conclusion follow more validly or more strictly
or more logically.
But the relation between premisses and conclusion claimed for even the
best inductive argument is much less strict and very different in
kind. Consider the following inductive argument:
Most corporation lawyers are conservatives.
Barbara Shane is a corporation lawyer.
Therefore Barbara Shane is probably a conservative.
This is a pretty good inductive argument; its first premiss is true,
and if its second premiss is also true, its conclusion is more likely
true than false. But in this case, if new premisses are added to the
original pair the resulting argument may be substantially weakened or
(depending on the premisses added) strengthened. Suppose we add the
premiss that
Barbara Shane is an officer of the American Civil Liberties Union
(ACLU).
and also add the (true) premiss that:
Most officers of the ACLU are not conservatives.
Now the conclusion [that Barbara Shane is a conservative] no longer
seems very probable; the original inductive argument has been greatly
weakened by the presence of this additional information about Barbara
Shane. Indeed, if the final premiss were transformed into the
universal proposition:
No officers of the ACLU are conservatives.
the opposite of the original conclusion would now follow deductively,
that is, validly, from the set of premisses affirmed.
On the other hand, if we enlarge the original set of premisses by
adding the following additional premisses instead:
Barbara Shane served in the cabinet of President Ronald Reagan.
and
Barbara Shane has long been an officer of the National Rifle
Association.
then the original conclusion follows with a greater likelihood from
this enlarged set of premisses than it did from the original set.
The strength of the claim about the relation between the premisses and
the conclusion of the argument is the nub of the difference between
deductive and inductive arguments. We characterize the two types of
arguments as follows: A deductive argument is one whose conclusion is
claimed to follow from its premisses with absolute necessity, this
necessity not being a matter of degree and not depending in any way on
whatever else may be the case; in sharp contrast, an inductive
argument is one whose conclusion is claimed to follow from its
premisses only with probability, this probability being a matter of
degree and dependent upon what else may be the case.
Although probability is the essence of the relation between premisses
and conclusion in inductive arguments, such arguments do not always
acknowledge explicitly that their conclusions are inferred only with
some degree of probability. On the other hand, the mere presence of
the word "probability" within an argument is no sure indication that
the argument is inductive, because there are some strictly deductive
arguments about probabilities themselves. Arguments of this kind, in
which the probability of a certain combination of events is deduced
from the probabilities of other events, are discussed in Chapter 14.
SUMMARY OF SECTION 1.6
In this section, we discuss the essential nature of deductive and of
inductive arguments. The core of the difference between deductive and
inductive arguments lies in the strength of the claim that is made
about the relation between the premisses of the argument and its
conclusion.
In deductive arguments, the conclusion is claimed to follow from its
premisses with absolute necessity; in inductive arguments, the
conclusion is claimed to follow from its premisses only with some
degree of probability.
A deductive argument is valid if its premisses do provide conclusive
proof of its conclusion; otherwise it is invalid. But the terms
"validity" and "invalidity" do not apply to inductive arguments, which
are appraised with other terms.
The addition of new premisses may alter the strength of an inductive
argument, but a deductive argument, if valid, cannot be made more
valid or invalid by the addition of any premisses.
Introduction to Logic
by Irving M. Copi, Carl Cohen
http://www.amazon.com/exec/obidos/tg/detail/-/0130749214/qid=1095180612/
> but we really don't know the WHOLE or ALL the parts, so we use partial
> forms of these like observation, theorems, ANOVA, etc.
>
> even modern science is just a faith and follows the philosophy of faith,
> just like all other faiths
>
If that is true and you have established some sort of moral
equivalence of all ways of human reasoning and producing evidence for
anything then why do most scientific theories still seem to have
better evidence than your Theory of God?
Universal skepticism is usually stated in one of two ways.
------------------------------------
[1] - Positive Universal Skepticism:
In its positive form it consists
of the doctrine that man
can know nothing.
This belief can be easily dismissed, because anyone who defends it
finds himself immersed in hopeless absurdities.
In asserting that there is no knowledge, the skeptic is asserting a
knowledge claim—which according to his own theory is impossible.
The universal skeptic wishes to
claim truth for a theory that
denies man's ability to arrive
at truth, and this puts the
skeptic in the unenviable
position of uttering
nonsense.
...he cannot even begin to argue for his position, because the
"possibility of knowledge is presupposed in the very possibility of
argument, in the very possibility of having recourse to reasons." [8]
As Francis Parker explains:
There is such a
thing as knowledge.
The assertion of this proposition is necessarily true if there is to
be any assertion at all, for its contradictory is self-contradictory.
If the assertion
"There is no knowledge"
is true, then it is false
...for that assertion itself purports to be an instance of knowledge.
Thus the only alternative to the recognition of the existence of
knowledge is, as Aristotle said, a return to the vegetative state
where no assertions whatever can be made.
---------------------------------------
[2] - Negative Universal Skepticism:
The second form of universal skepticism
consists of the doctrine that we must
doubt every alleged instance
of knowledge.
Through this negative formulation,
the universal skeptic seeks to avoid
the contradiction of asserting a
knowledge claim while denying
the existence of knowledge.
But the doctrine that we should doubt every knowledge claim
translates_into the positive assertion that man can never attain
certainty—and this version of skepticism fares no better than the
preceding.
We must ask if this "principle of
universal doubt" is itself certain,
or is it open to doubt as well?
If it is known with certainty, at
least one thing is beyond doubt,
which makes the principle false.
If, however, the principle is
open to doubt—i.e., if it
is not certain—then on what
grounds can the skeptic claim
greater plausibility for his
theory than any other?
The logician C. N. Bittle elaborates on this problem:
Skeptics either have valid reasons for their universal doubting, or
they have no valid reasons for it.
If they have valid reasons, they
surely know something that is
valid, and they no longer
are real skeptics.
If they have no valid reasons,
they have no reason to doubt.
In the first case their position is inconsistent, and in the second
case their position is irrational. Whichever way they turn, their
position is untenable.
Why, according to the universal skeptic, should every knowledge claim
be doubted? "Because," he will reply, "man is capable of error, and it
is possible in any given instance that he has committed an error." We
must remember, however, that
"error" (or falsehood) is the
opposite of "truth"—and the
skeptic who appeals to error
implicitly admits that a
proposition cannot be true
and false, correct and
incorrect, at the same
time and in the same
respect.
Thus, whether he likes it or
not, the skeptic must surrender
to the logical principle known
as the Law of Contradiction (which
states that a proposition cannot
be true and false at the same
time and in the same respect).
...therefore, the skeptic must
concede the validity of the Law
of Contradiction and its corollaries:
the Law of Identity (A is A,
a thing is itself) and
the Law of the Excluded Middle
(something is either A or not-A).
...the main source of confusion in the skeptical approach: the
equation of knowledge and certainty with infallibility.
When the skeptic claims that every knowledge claim should be doubted
because man is capable of making mistakes, he is simply pointing out
the obvious: that man is a fallible being.
No one, not even the most resolute
antiskeptic, will deny the point
that man is fallible. (We must
wonder, though, how the skeptic
arrived at this knowledge. Is
he certain that man is fallible?)
The skeptic fails to realize that it is precisely man's fallibility
that generates the need for a science of knowledge. If man were
infallible—if all knowledge were given to him without the slightest
possibility of error—then the need for epistemological guidelines with
which to verify ideas, with which to sort the true from the false,
would not arise. Man requires a method to minimize the possibility of
error, and this is the function of epistemology. A science of
knowledge enables us to discriminate between justified and unjustified
beliefs; and since the beliefs of an infallible being would not stand
in need of verification, he could have no use for epistemological
standards. Where infallibility is involved, concepts such as truth,
falsity, certainty and uncertainty are stripped of any possible
application.
Consider the basic argument of the skeptic. We have seen that
fallibility gives rise to epistemological guidelines used to
distinguish truth from falsity, certainty from uncertainty, and so
forth. The skeptic, however, starts from the same premise—that man is
fallible—and uses it to argue that man can never achieve truth and
certainty. It is because man is capable of error that he must
distinguish truth from falsehood, certainty from doubt. "But," argues
the skeptic, "it is because man is capable of error that he can never
attain truth and certainty."
The skeptic thus turns epistemology
on its head by using the foundation
for a science of knowledge—human
fallibility—as a weapon to argue,
in effect, that a science of
knowledge is impossible
to man.
Even if the universal skeptic could consistently adhere to his
position (which he cannot), his victory would be an empty one. His
claim that man cannot acquire knowledge and certainty reduces to the
claim that man is fallible—and this tells us nothing new, except that
the skeptic prefers to use epistemological terms while totally
ignoring their context.
Since man is not infallible, any
concepts of "knowledge" or "certainty"
that require infallibility are, for
that very reason, inapplicable to man
and totally irrelevant to
human epistemology.
Even if the skeptical position made sense, it would fail to tell us
anything concerning human knowledge and human certainty—which removes
it from the realm of serious consideration.
In summary, we have indicted universal skepticism on two counts:
first, because it cannot be maintained without contradiction and,
second, because it commits what we shall hereafter refer to as
The Infallibilist Fallacy;
the equation of episte-mological
terms, such as "knowledge" and
"certainty," with a standard of
infallibility, which is completely
inappropriate to man and to the
science of knowledge in general.
Atheism: The Case Against God
George H. Smith
http://www.amazon.com/gp/product/087975124X/
http://groups.google.com/group/alt.philosophy/msg/b86ea8051203c7f6
----------------------------------------
> we infer, and place faith in status quo inference until we have better
> inference, the caveats are conservative status quos and aggressive
> pursuits of better status quos
>
Now your talking. The Human Zoo/Scientific/Military/Media complex is a
joke and tarnishes he good human with various pathologies and
fetishes. Oh can you smell em'?
http://www.youtube.com/watch?v=-Na9-jV_OJI
> if we don't know
LOL how do you know you don't know and how is this not knowing not
some sort of non-science idiot?
> much besides that we exists, forms of the philosophy of
> the self and living would seem to be the priority and therefor religion
> is not that far off and considering a far majority of people on earth
> believe in a religion this rings true to me, at least
>
> this said, it all depends on whether illogic exists
>
David Hume qualified his own Scepticism by pointing out that to live
at all we have perpetually to make choices, decisions, and this forces
us to form judgements about the way things are, whether we like it or
not. Since certainty is not available to us we have to make the best
assessments we can of the realities we face - and this is incompatible
with regarding all alternatives with equal scepticism. Our Scepticism
therefore needs to be, as he put it, mitigated. It is indeed doubtful
whether anyone could live on the basis of complete Scepticism - or, if
they could, whether such a life would be worth living. But this
refutation of Scepticism, if refutation it is, is not a logical
argument.
In practical life we must steer a middle course between demanding a
degree of certainty that we can never have and treating all
possibilities as if they were of equal weight when they are not.
Story of Philosophy
by Bryan Magee
http://www.amazon.com/Story-Philosophy-Bryan-Magee/dp/078947994X
> if we are given a logical realm to develophttp://
en.wikipedia.org/wiki/Maya_%28illusion%29
> maybe we avoid illogic to the most degree
>
> but if illogic exists in the higher realm, all bets on the faith of
> science are off, and we just live in the day there
>
Your making science into something it's not. The politics of science
can be as bad as any other politics but the method of science isn't
the politics asshole. The method of science is as simple as Sherlock
Holme my dear Watson.
The method of agreement involves ascertaining a "common factor. The
common factor should be one that is present whenever the effect is
present.
The method of difference involves evaluating two cases, one in which
the effect is present, and one where it is absent. If when the effect
is absent, the possible cause "X" is also absent, the test lends
support to "X" as the cause.
The joint method involves combining the first two methods.
The method of concomitant variation involves showing that as one
factor varies, another varies in a corresponding way.
The method of residues involves "subtracting out" those aspects of the
effect whose causes are known and concluding that the rest of the
effect ("the residue") is due to an additional cause.
http://www.ehow.com/how_4857860_identify-mills-methods-of-induction.html
"If two or more instances of the phenomenon under investigation have
only one circumstance in common, the circumstance in which alone all
the instances agree, is the cause (or effect) of the given
phenomenon."
"If an instance in which the phenomenon under investigation occurs,
and an instance in which it does not occur, have every circumstance in
common save one, that one occurring only in the former; the
circumstance in which alone the two instances differ, is the effect,
or the cause, or an indispensable part of the cause, of the
phenomenon."
"If two or more instances in which the phenomenon occurs have only one
circumstance in common, while two or more instances in which it does
not occur have nothing in common save the absence of that
circumstance: the circumstance in which alone the two sets of
instances differ, is the effect, or cause, or a necessary part of the
cause, of the phenomenon."
"Whatever phenomenon varies in any manner whenever another phenomenon
varies in some particular manner, is either a cause or an effect of
that phenomenon, or is connected with it through some fact of
causation."
"Deduct from any phenomenon such part as is known by previous
inductions to be the effect of certain antecedents, and the residue of
the phenomenon is the effect of the remaining antecedents."
http://www.ehow.com/how_4857860_identify-mills-methods-of-induction.html
-----------------------------------------------
The METHOD OF AGREEMENT involves ascertaining a "common factor. The
common factor should be one that is present whenever the effect is
present.
"If two or more instances of the phenomenon under investigation have
only one circumstance in common, the circumstance in which alone all
the instances agree, is the cause (or effect) of the given
phenomenon."
For a property to be a necessary condition, it must always be present
if the effect is present. So, any properties that are absent when the
effect is present cannot be necessary conditions for the effect.
Symbolically, the method of agreement can be represented as:
: A B C D occurs together with w x y z:
A E F G occurs together with w t u v:
------------------:
Therefore A is the cause, the effect, or part of the cause of w.
The METHOD OF DIFFERENCE involves evaluating two cases, one in which
the effect is present, and one where it is absent. If when the effect
is absent, the possible cause "X" is also absent, the test lends
support to "X" as the cause.
"If an instance in which the phenomenon under investigation occurs,
and an instance in which it does not occur, have every circumstance in
common save one, that one occurring only in the former; the
circumstance in which alone the two instances differ, is the effect,
or the cause, or an indispensable part of the cause, of the
phenomenon."
A B C D occur together with w x y z
B C D occur together with y w z
------------------
Therefore A is the cause, or the effect, or a part of the cause of x.
The JOINT METHOD involves combining the first two methods.
"If two or more instances in which the phenomenon occurs have only one
circumstance in common, while two or more instances in which it does
not occur have nothing in common save the absence of that
circumstance: the circumstance in which alone the two sets of
instances differ, is the effect, or cause, or a necessary part of the
cause, of the phenomenon."
Symbolically, the Joint method of agreement and difference can be
represented as:
A B C occur together with x y z
A D E occur together with x y w also B C occur with y z
------------------
Therefore A is the cause, or the effect, or a part of the cause of x.
The METHOD OF CONCOMITANT VARIATION involves showing that as one
factor varies, another varies in a corresponding way.
"Whatever phenomenon varies in any manner whenever another phenomenon
varies in some particular manner, is either a cause or an effect of
that phenomenon, or is connected with it through some fact of
causation."
Symbolically, the method of concomitant variation can be represented
as (with ^ representing an increase):
A B C occur together with x y z
A^ B C results in x^ y z.
---------------------
Therefore A and x are causally connected
The METHOD OF RESIDUES involves "subtracting out" those aspects of the
effect whose causes are known and concluding that the rest of the
effect ("the residue") is due to an additional cause.
The method of residues is applied when some of the causes of a
phenomenon have already been tested and verified; we then conclude
that a remaining factor completes the causal account. The method of
residues could almost be referred to as the method of elimination.
"Deduct from any phenomenon such part as is known by previous
inductions to be the effect of certain antecedents, and the residue of
the phenomenon is the effect of the remaining antecedents."
Symbolically, the Method of residues can be represented as:
A B C occur together with x y z
B is known to be the cause of y
C is known to be the cause of z
------------------
Therefore A is the cause x.
http://www.ehow.com/how_4857860_identify-mills-methods-of-induction.html
The science method is just how us dumb apes think naturally but the
politics of science is a crime against nature.
> --
> Dale