Verified Document

Induction Discussions Across The Centuries: Term Paper

Related Topics:

This is the problem of induction in a nutshell, and it is something that has alternatively been seen as one of the most severe limitations on true knowledge about the world or as a non-issue in any practical terms. If inductive reasoning cannot be trusted, then all past experience and even experimental data is essentially meaningless in predicting the future and there is no logical reason to assume things should occur one way simply because they have occurred that way before. Many have pointed out how silly it would be to go through the world without inductive reasoning -- not being sure if the door would open when the handle is turned, etc. -- but this does not actually address the logical problem of induction.

Edwards Attempted Answer

There have been attempts to address the problem of induction at the fundamental logical level, some of them seeming to come closer to success than others, but ultimately no one has been able to definitively demonstrate in a logically consistent manner (i.e., without a reliance on inductive reasoning) that inductive reasoning is a valid source of knowledge. One attempt, and a very good attempt, is made by Paul Edwards in his answer to Bertrand Russell's restatement of the problem of induction, and this answer seems to combine both practical and logical arguments against the supposed problem of induction. In response to the basic question, "if a has always led to b in the past, is there a reason to believe that this will be the case in the future?" Edwards attempts to frame this as an issue of semantics, asserting that such a question is to misuse the word "reason," ascribing a much higher-order and restrictive meaning to it than common sense and usage would imply.

Edwards essentially acknowledges that there is no way to supply a reason for believing that a will lead to b as long as "reason" has the definition of an observable fact or something on the level of a relation of ideas -- such...

The context in which the question is posed, according to Edwards, inherently defines "reason" as something that cannot exist for belief in future events, and therefore makes it necessarily true that the answer to the question posed above is "no." The problem of induction, then, is disingenuous.
Edwards' approach to the problem of induction is essentially a logical argument regarding the practicality of the issue, and though he attempts to assert that inductive reasoning is a valid way to derive knowledge because of the semantic issues involved in the definition of the problem itself. This "solution" to the problem of induction is really just a means of sidestepping the issue, however, and not of actually addressing (let alone refuting or countering) the logic of the problem itself. Perhaps the question Edwards addresses does assume a definition for "reason" that automatically and inherently denies its application to suppositions about future events, but the fact that such a definition for "reason" could exist is itself the problem of induction. There is no class of knowledge other than that supplied by inductive reasoning itself to support the use of inductive reasoning in the derivation of knowledge. Though this might be construed as a semantic argument, it is nonetheless a true one, and unless these semantic terms have no relevance in the world of human ideas then this issue must be resolved or be acknowledged as un-resolvable.

Conclusion

It is unquestionably true that to go through life without the use of inductive reasoning would be foolish on a practical level. It is equally foolish, however, to assume that inductive reasoning leads to knowledge in the same way that observation and direct logical reflection can. Semantic or no, the problem of induction will remain a part of the philosophical dialogue for centuries to come.

Cite this Document:
Copy Bibliography Citation

Related Documents

Henry Thomas Buckle's Original 1858
Words: 12518 Length: 50 Document Type: Dissertation

As activists in women's liberation, discussing and analyzing the oppression and inequalities they experienced as women, they felt it imperative to find out about the lives of their foremothers -- and found very little scholarship in print" (Women's history, 2012, para. 3). This dearth of scholarly is due in large part to the events and themes that are the focus of the historical record. In this regard, "History was

Teaching ESL the Cultural Shortcomings
Words: 3406 Length: 12 Document Type: Research Paper

Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing

Landscape Painting From the 17th Through the 20th Century
Words: 3451 Length: 10 Document Type: Term Paper

art historian W.J.T. Mitchell asserted that there is no doubt that the classical and romantic genres of landscape painting evolved during the great age of European imperialism but have since been retired, accepted as part of the common repertory of kitsch. In their induction in the quotidian consciousness of art, the seemingly simple representations provided by landscape paintings garnered acclaim for their ability to explore a dual metaphoric and physical

Round School Vs. A Regular
Words: 10557 Length: 40 Document Type: Research Proposal

Students in these kinds of schools do not attend school longer, but they do not have a summer break that is longer than any of the other breaks that they take during the school year. Research done by McMillen (2001) indicated that there were 106 schools in the state of North Carolina that operated on the year-round school calendar for third through eighth grades during the 1997-1998 school year. McMillen

Freemasons Contributions to Today's Society
Words: 6522 Length: 20 Document Type: Essay

In addition, both governments and churches began to grow suspicious of the group, probably because of the "organization's secrecy and liberal religious beliefs" (Watson, 2009). As a result, Portugal and France banned Freemasonry; in fact, it was a capital offense to be a Freemason in Portugal (Watson, 2009). Moreover, "Pope Clement XII forbade Catholics from becoming Freemasons on penalty of excommunication" (Watson, 2009). Feeling pressure in Europe, many Freemasons

Sign Up for Unlimited Study Help

Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.

Get Started Now