The purpose of this paper is, first, to get clear about what credulity is, and why it’s an epistemological vice ; then, to explore the various forms this vice takes, including its perhaps surprising manifestation as a form of scientism ; next, to suggest why credulity poses dangers not only to individuals, but also to society at large—including, specifically, the legal system and the academy ; and, finally, to sketch some ways to curb credulity and foster circumspection in ourselves and (...) others, especially our students. In the process it will take up issues about the nature of belief, the determinants of the quality of evidence, synechism, science, scientism, testimony, expertise, and evidence-sharing as well as questions about the ethics of belief and the demands of education. (shrink)

Some recent philosophers of religion have addressed the question of how, and whether it is possible, that the religious experiences some persons have had can give reasons for believing that God exists. Swinburne, for example, claims that what he calls the principle of credulity implies that the religious experiences of those that have them do provide evidence for others that God exists. He formulates the principle as follows: 1 (1) if it seems (epistemically) to a subject that x is present, (...) then probably x is present (all else being equal). (shrink)

This paper inquires into the nature and causes of credulous belief and proposes a way of making negative evidence more salient to believers so that they are less likely to fall into the habit of credulous believing. Contrasting the work of Richard Swinburne with recent work in cognitive psychology, the author argues that for the “strong credulity hypothesis”, namely that our comprehension of testimony is closely linked to an initial (albeit temporary) acceptance of what speakers claim. That is, we are (...) literally “set up” to believe irrespective of whether the belief in question is reasonable. In order to “neutralize” the effect of initial credulity, the author describes a pro/con procedure (suitable for a number of classes, e.g. critical thinking) that allows for the systematic analysis of beliefs and testimony. (shrink)

In this paper I argue that Richard Swinburne fails to adequately support his Principle of Credulity in favor of the validity of alleged experiences of God. I then formulate an alternative, analogical argument for the validity of alleged experiences of God from the validity of sense-perceptual experiences, and defend it against objections of Gale and Fales. But then I argue against trying to establish the validity of alleged experiences of God by analogy.

We have several intuitive paradigms of defeating evidence. For example, let E be the fact that Ernie tells me that the notorious pet Precious is a bird. This supports the premise F, that Precious can fly. However, Orna gives me *opposing* evidence. She says that Precious is a dog. Alternatively, defeating evidence might not oppose Ernie's testimony in that direct way. There might be other ways for it to weaken the support that Ernie's testimony gives me for believing F, without (...) the new evidence itself intuitively constituting reasons to believe one way or the other about Precious's flight ability. An example: Ursula tells me that Ernie has no idea what Precious's species is; he's just guessing. She may not herself want to or be in a position to weigh in about Precious's real species or flight ability. I call defeating evidence of this sort *undermining evidence. (shrink)

Consistency-based approaches in nonmonotonic reasoning may be expected to yield multiple sets of default conclusions for a given default theory. Reasoning about such extensions is carried out at the meta-level. In this paper, we show how such reasoning may be carried out at the object level for a large class of default theories. Essentially we show how one can translate a default theory Δ, obtaining a second Δ', such that Δ has a single extension that encodes every extension of _. (...) Moreover, our translated theory is only a constant factor larger than the original. We prove that our translation behaves correctly. In the approach we can now encode the notion of extension from within the framework of standard default logic. Hence one can encode notions such as skeptical and credulous conclusions, and can reason about such conclusions within a single extension. This result has some theoretical interest, in that it shows how multiple extensions of semi-monotonic default theories are encodable with manageable overhead in a single extension. (shrink)

Reid's principle of credulity may be interpreted as equivalent to a principle of charity, due to the nature of three beliefs it implies concerning the interlocutors, which are held by the person who attempts to acquire their language: They are telling truth in the sense that they are saying what they really think, perceive, feel, believe; they are veracious in the sense that what they say is objectively true; they use language consistently. This interpretation relies on Reid's straightforward remarks on (...) his principle of credulity and on his view of two related correspondences: One correspondence is between the principle of credulity and the principle of veracity. The other is between these two principles and the principles that create the ‘language of nature’ and guide us in our efforts to unravel it. (shrink)

Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded (...) by asking certain questions about their approach and manner. (shrink)

Allen Orr wrote an extended critical review (over 6000 words) of my book No Free Lunch for the Boston Review this summer (http://bostonreview.mit.edu/BR27.3/orr.html). The Boston Review subsequently contacted me and asked for a 1000 word response. I wrote a response of that length focusing on what I took to be the fundamental flaw in Orr's review (and indeed in Darwinian thinking generally, namely, conflating the realistically possible with the merely conceivable). What I didn't know (though I should have expected it) (...) is that Orr would have the last word and that the Boston Review would give him 1000 words to reply to my response (see the exchange in the current issue at http://bostonreview.mit.edu/BR27.5/exchange.html). (shrink)

In The Existence of God Richard Swinburne argues that certain religious experiences support the hypothesis that God exists. Indeed, the argument from religious experience is of crucial importance in Swinburne's philosophical theology. For, according to Swinburne, without the argument from religious experience the combined weight of the other arguments he considers, e.g. the teleological, the cosmological, or the argument from miracles, does not render the theistic hypothesis very probable. However, the argument from religious experience combined with these other arguments makes (...) theism more probable than its rivals. (shrink)

Lycan (1985, 1988) defended a “Principle of Credulity”: “Accept at the outset each of those things that seem to be true” (1988, p. 165). Though that takes the form of a rule rather than a thesis, it does not seem very different from Huemer’s (2001, 2006, 2007) doctrine of phenomenal conservatism (PC): “If it seems to S that p , then, in the absence of defeaters, S thereby has at least some degree of justification for believing that p ” (2007, (...) p. 30). My Principle was differently motivated and put to uses different from Huemer’s. In this paper I shall explore some of the differences. (shrink)

Despite reservations expressed in the literature, there is a strong case in the context of schooling for favouring the view that students should engage in an assessment of their teachers for intellectual trustworthiness if credulity on the part of students is to be avoided. J. S. Mill’s suggestion that the judgment of open-minded individuals can be trusted is explored and defended; and it is further argued that students are in a position to determine whether or not their teachers are open-minded (...) by asking certain questions about their approach and manner. (shrink)

Belief in astrology remains strong even today, and one of the explanations why some people endorse paranormal explanations is the individual differences in analytical thinking. Therefore, the main aim of this paper was to determine the effects of priming an analytical or intuitive thinking style on the credulity of participants. In two experiments (N= 965), analytic thinking was induced and the source of fake profile (astrological reading vs. psychological testing) was manipulated and participants’ prior paranormal beliefs, anomalous explanation, cognitive reflection, (...) and depression were measured. Although analytic thinking was proved to be hard to induce experimentally, the results showed that analytic thinking predicts credulity and belief in the paranormal was linked with experiencing more anomalous experiences and more paranormal explanations. The more people were able to think analytically, the less credulous they were as reflected in the lower acceptance of fake profile as accurate. (shrink)

The Principle of Credulity---i.e. that if I have an experience apparently of X then in the absence of good reasons to think the experience non-veridical I have evidence that X exists---is an essential premise in many formulations of the argument from religious experience. I defend this use of the principle against objections offered by William Rowe. I argue that experiences of God are checkable. and in ways (epistemically) significantly similar to the ways sensory experiences are checkable. and that treating sensory (...) experiences as Rowe suggests we treat experiences of God demands wholesale scepticism with regard to the senses. (shrink)