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  1. Game Theory Meets Threshold Analysis: Reappraising the Paradoxes of Anarchy and Revolution.Peter Vanderschraaf - 2008 - British Journal for the Philosophy of Science 59 (4):579-617.
    I resolve a previously unnoticed anomaly in the analysis of collective action problems. Some political theorists apply game theory to analyze the paradox of anarchy: War is apparently inevitable in anarchy even though all warring parties prefer peace over war. Others apply tipping threshold analysis to resolve the paradox of revolution: Joining a revolution is apparently always irrational even when an overwhelming majority of the population wish to replace their regime. The usual game theoretic analysis of anarchy yields the conclusion (...)
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  • “Curious Kinks of the Human Mind”: Cognition, Natural History, and the Concept of Race.Justin E. H. Smith - 2012 - Perspectives on Science 20 (4):504-529.
  • Trust, risk, and the social contract.Brian Skyrms - 2008 - Synthese 160 (1):21-25.
    The problem of trust is discussed in terms of David Hume’s meadow-draining example. This is analyzed in terms of rational choice, evolutionary game theory and a dynamic model of social network formation. The kind of explanation that postulates an innate predisposition to trust is seen to be unnecessary when social network dynamics is taken into account.
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  • Mathematical explanations of the rainbow.Christopher Pincock - 2011 - Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 42 (1):13-22.
    Explanations of three different aspects of the rainbow are considered. The highly mathematical character of these explanations poses some interpretative questions concerning what the success of these explanations tells us about rainbows. I develop a proposal according to which mathematical explanations can highlight what is relevant about a given phenomenon while also indicating what is irrelevant to that phenomenon. This proposal is related to the extensive work by Batterman on asymptotic explanation with special reference to Batterman’s own discussion of the (...)
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  • Organicism and reductionism in cancer research: Towards a systemic approach.Christophe Malaterre - 2007 - International Studies in the Philosophy of Science 21 (1):57 – 73.
    In recent cancer research, strong and apparently conflicting epistemological stances have been advocated by different research teams in a mist of an ever-growing body of knowledge ignited by ever-more perplexing and non-conclusive experimental facts: in the past few years, an 'organicist' approach investigating cancer development at the tissue level has challenged the established and so-called 'reductionist' approach focusing on disentangling the genetic and molecular circuitry of carcinogenesis. This article reviews the ways in which 'organicism' and 'reductionism' are used and opposed (...)
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  • Formal Methods in the Philosophy of Science.Leon Horsten & Igor Douven - 2008 - Studia Logica 89 (2):151-162.
    In this article, we reflect on the use of formal methods in the philosophy of science. These are taken to comprise not just methods from logic broadly conceived, but also from other formal disciplines such as probability theory, game theory, and graph theory. We explain how formal modelling in the philosophy of science can shed light on difficult problems in this domain.
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  • Compromisos epistémicos en el enfoque estructuralista de las teorías.Germán Guerrero Pino - 2012 - Revista de Filosofía (Madrid) 37 (1).
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  • Social deliberation: Nash, Bayes, and the partial vindication of Gabriele Tarde.J. McKenzie Alexander - 2009 - Episteme 6 (2):164-184.
    At the very end of the 19th century, Gabriele Tarde wrote that all society was a product of imitation and innovation. This view regarding the development of society has, to a large extent, fallen out of favour, and especially so in those areas where the rational actor model looms large. I argue that this is unfortunate, as models of imitative learning, in some cases, agree better with what people actually do than more sophisticated models of learning. In this paper, I (...)
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