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Showing posts with label Epistemology Naturalized. Show all posts
Showing posts with label Epistemology Naturalized. Show all posts

Monday, February 27, 2012

Want to Discover Moral Truth? Part 1 "How to Be a Moral Realist" by R. Boyd

Before I start I want to give a shout out to fauxphilnews.wordpress.com a blog which I fancy is one of the cleverest blogs I've seen in a while.  For those of you who didn't see (or click on) the link I posted on my fb page, I highly recommend you check it out.  Oh, I should warn you, unless you have some familiarity with philosophy you won't get a lot of the jokes, but even if you only took a couple of courses you should get most of them. 

Notes and Thoughts on "How to Be a Moral Realist" by Richard Boyd 

Overview

I've noted before that facebook is a double-edged sword when it comes to getting to know long past acquaintances (in the general sense).  Inevitably, some of the people we went to high school with or met in some prior stage in our lives will end up having views wildly divergent from our own.  Sometimes this is good because it forces us to be exposed to ideas and points of view we might not encounter in our current circle of friends.  And sometimes, it can be annoying or flat out enraging.  But I digress...

So, why bring this up in a post on meta-ethics?  Because, out there in the meta-ethical world there are philosophers (and a lot of regular people) that fancy that there are absolute moral truths and we can come to know them.   This position is called "moral realism".  But if moral realism is correct, how can I account for the fact that my friends on facebook sometimes post things contrary to what I know is the Truth.  How is it that sooooo many people get it wrong?  And why don't they just ask me what's right? I'd be happy to tell them.

Anyhow, Richard Boyd fancys that moral realism is correct.  Lets look at some of his arguments for why, then, since (unlike the rest of you) I haven't erred in perceiving these objective truths, I will explain what moral views you should have (if I have time). 

Intro to Moral Realism

Moral realims makes three assertions: 

(1).  We can have lots of fun...and by fun I mean "moral statements are the sorts of statements which are (or which express propositions which are) true or false (or approximately true, largely false)".  For example if I say "you ought to help old ladies across the street," we can say of this statement that it is either true of false.  We can contrast this with, for example, some other views that say moral statements aren't true or false but merely express someone's emotional attitude.  

(2).  "The truth or falsity (approximate truth...) of moral statements is largely independent of our moral opinions, theories, etc.."  In other words, moral truth bears no relation to our subjective opinion; much in the way our thoughts about the physical world have relation to how the physical world actually is. 

(3).  "Ordinary canons of moral reasoning--together with ordinary canons of scientific and everyday factual reasoning--constitute, under many circumstances at least, a reliable method for obtaining and improving (approximate) moral knowledge."  I fancy this means that common moral notions in conjunction with our methods of reasoning in both ethics and science are sufficient for figuring out and improving moral knowledge.  

A consequence of the view that there really is such a thing as objective morality is that moral terms like 'good', 'fair', 'just', 'obligatory' will correspond to real properties or relations.  Furthermore, we can reason our way toward figuring out what kinds of events, policies, and social arrangements these properties and relations correspond to.   Importantly, the claim is not that we presently have reasoned our way to the perfect moral theory but that, just as the methodes of science are self-correcting and progressive, so to are the methods of moral reasoning.

The general objection to suggesting that there are similarities between scientific knowledge and moral knowledge is that scientific theories are value-neutral, objective, and empirically testable.  In order to counter this claim Boyd's argument will hinge on trying to shew that moral beliefs and the methods used to obtain them are similar to our scientific beliefs and methods of reasoning.  

The Realist View of Science

So, obviously it's a pretty contentious claim to say there are objective moral facts and we can come to know them through moral and scientific reasoning.  Lets check aus how the moral realist backs this up...

Without making a huge digression into debates within philosophy of science Boyd first wants to assume scientific realism, the idea that reality is prior to thought--i.e., our perceptions conform to reality rather than the other way around.  The opposing position would be that our perception of reality is constructed out of our social structures, theories, and psychology--in other words, we (science included) don't/can't perceive the physical world objectively.  

The main argument for supporting the realist position is that it gives a better account than anti-realism of how scientific knowledge (theories) and method have progressively improved. If anti-realism is correct how do we explain the fact that scientific theories have had progressively better predictive power, that we been able to apply our theories to build iphones, that the scientific method has progressively been refined, and that the method has been reliable?  Moving on...

The 2 Important Features of Science for Boyd

Here comes the sneaky part because so long as we accept that science aims at objective reality and that the scientific method allows us to progressively approach objective reality, Boyd argues that there are two important parallels between how science is done and how moral thinking is done.  

First of all science is cumulative and approaches the truth through "successive approximations".  In other words, science builds on itself and is constantly revising itself based on the latest theoretical modifications.  So, working within a theoretical framework, new information is discovered that brings about a modification of the theory.  

Now, within the modified theory, the same thing happens....over and over again, each time (hopefully) getting closer and closer to truth.  The new theoretical framework lets us better interpret phenomena which in turn leads to improvement in our theory.  If the original theory had been wrong this type of progress would eventually stop.  The revisions occur within a theoretical framework which is modified to fit new information.  What's important is that the new information isn't "theory-free"; it's always embedded in a theory.  

There's a constant back and forth between theory and new information that is observed from within a theory.  As theories are modified to better fit "reality" we say that the general direction of science is progressive and it obtains closer and closer approximations of truth. 

The second, which is related to the first, concerns the relationship between advances in scientific theory and advances in scientific method.  There is a "dialectical relationship between current theory and the methodology for its improvement".  What mean this does?  Basically, that as our theories improve with their approximations of truth, so do our scientific methods. 

But the fun doesn't stop there.  Improved scientific methods of experimentation allow for better science and hence an improvement in theory...and improved theory leads to better methods of experimentation...which in turn lead to better information and better theories...I think you get the point...

"'Cumulativity' and Theory-Method Dialectic as Applied to Ethics 

Now think of how this might apply to moral thinking.  When we make moral judgements we are operating within an moral framework which influences how we perceive events.  Occasionally, we can have an experience that suggests that we should modify our theory so we modify our moral theory (unless, of course, you are a fundamentalist of some sort).  This is a cumulative process.   

The problem that Boyd is going to have is to shew that this is necessarily progressive when applied to morality.  I don't think it would take too long for a many thinking people to point to moral frameworks that could be considered morally regressive (by the thinking persons standards, anyway...).  But how do we explain the fact that the people in those "regressive" frameworks don't think they're regressive at all.  They think our framework is regressive.  What can we reference to make any kind of evaluation without presupposing our conclusion?

Regarding the second point, that theory and method are in a reciprocal relationship, is also very plausible.  The difficulty, again, will be to shew that the direction has been/is progressive. 

The big problem I see for Boyd is, given the wide array of moral systems in the world, who do we point to as the analogue to science and who are the analogue to pseudoscience?  Some moral systems say the way to Truth is by looking at this book, others say you can just feel if something's right, other's will reference minimizing harm, others will reference maximizing liberty, and others maximizing equality.  Some will reference all of them.  Within science we have some fairly objective criteria to make this general distinction but how do we make this judgment in ethics without presupposing our own methods and results as being the correct ones?

Anyhow, the main thing Boyd wants to say is that the fact that moral judgments are embedded in pre-supposed moral theories and methods is not point against moral realism.  Science operates the same way. 

How Should We Justify our Love Moral Beliefs?

Again, to shew the plausibility of real moral facts and how we might justify them, Boyd makes an analogy with the scientific method.  Although scientists haven't figured out how magnets work they know a lot of cool stuffs.  But how do they justify their beliefs?

The old assumption was that our knowledge was built upon fixed truths and fixed methods of truth acquisition.  This model is called foundationalism.  Think Descartes.  He strips away all beliefs that can be doubted and is left with only "wax is cool" "I think therefore I am".  Then because he perceives this solitary truth as something "clear and distinct" he claims, as a method, that anything that he perceives clearly and distinctly must be true.  So, from his one foundational belief and his method of acquiring new beliefs, he rebuilds his entire epistemology.  With variations in what constitutes the foundational beliefs and methods, for several centuries this was the general model for justifying beliefs.

Boyd refudiates this model and opts for a "naturalized  coherentist epistemology".   Very briefly here's what this means:  The coherentist part means that we don't reason from permanent foundational beliefs but our system of beliefs is fluid.  We are constantly adjusting them with experience and deliberation.  Sure, some beliefs are more strongly held than others, but given sufficiently strong evidence, they are all open to revision--either directly or indirectly.   As we adjust certain beliefs to better conform to our experiences, other beliefs that are connected might also be revised.  

Another important notion that comes out of the coherentist picture is that there is a reciprocal relationship between our set of beliefs and how we interpret experience.  An experience that causes a revision in our set beliefs will in turn cause us to perceive subsequent experiences differently, which will cause further revisions.  There is a constant back and forth between how we interpret experience and our particular set of beliefs.  

The naturalized part refers to our methods of justifying beliefs.  In the foundationalist model we have a set of static methods with which we can produce true beliefs.  Naturalized epistemology says that we should also investigate our methods of belief production and use that information to refine them.  For example, visual psychology studies how we go from visual stimulus to belief about what we saw.  Understanding how this mechanism works and the circumstances under which it fails helps us further refine our methods of belief acquisition which in turn helps refine our beliefs.  

The idea is that the more we can refine the ways in which we acquire beliefs, the more our beliefs will approximate "truth".  And the more our beliefs approximate truth, the better we will be able to refine our methods of belief acquisition....over and over until people ultimately come to know the absolute truth that the flying spagetti monster is the one True god.    

Naturalized Coherentist Epistemology Applied to Moral Thinking

The analogy to moral thinking should be apparent (or is it? ...whoa!).  Consider the coherentist part:  we have a web of moral beliefs and as we progress through our lives some of those beliefs will start to change to conform with experience. And of course, some of the moral beliefs will be more amenable to change than others.   The important point being that changes in one belief will impact other interconnected beliefs to varying degrees.  There is continuous dialectic between our moral beliefs and how we perceive the world.  

The interesting part comes when we apply this epistemology to methods of inference.  To naturalize our methods of moral inferences, the idea is that we should learn how it is we make moral decisions and that learning about conditions under which this process is fallible or accurate will help us produce more accurate moral judgements.  These more accurate moral judgments will further allow us to detect conditions under which our methods of moral thinking fail/are successful.   Once again, the idea is that there is a positive feedback loop in the direction of truth.  

This is going to be a similar problem as we saw in the previous section.  With science we have a quasi objective standard by which we can judge the direction of progress.  If a method of inference consistently produces theories that accurately describe observed phenomena, and substantial predictions can be made with those theories, we can say the method of inference is a good one. 

By what standard can we measure the successfulnicity of a method of moral inference?  One person can say, "look, my method is reliable because it shows that abortion is morally permissible".  The other says, "look, my method is reliable because it shows abortion isn't morally permissible".  In science, we can compair two outcomes: my method predicts 'x' vs my method predicts 'y'.   To resolve this we can (often) appeal to what happened, if not immediately, then at some point in the future.   

I'm kind of oversimplifying and running roughshod over a few issues but my point is just that often (but not always) scientific disputes can be eventually resolved by appeals something quasi objective--how well actual results fit with the predicted results and how fruitful our new theory turns out to be.  In moral thinking, this is only possible when we presuppose we are measuring something objective, but supposing there is, it's not clear how we arbitrate between conflicting views. 

This weakness withstanding I think we can pick out a few good things from Boyd's treatment of ethical thinking as analogous to scientific thinking.  For instances, there in merit in understanding how we make moral judgments; that is, what's going on neurologically, sociologically, and psychologically, and any-other-ly.  

A simple common sense example is that we make poor ethical judgments when we are in a heightened emotional state like anger or love (yeah, I went there).  Psychology also tells us we can be "primed" to influence judgments in a predetermined direction.  So, I think there is something to his idea of approaching moral thinking with a naturalized epistemology but I'm not sure it follows that naturalizing methods of moral thought will help us determine whether there are objective moral truths or discover what they might be.  
















Tuesday, August 16, 2011

Ramblings From "Texas, Yeah Texas" to Carnap

     Texas.  When this state is mentioned few people have neutral impressions.  For people that were born here I'm sure they imagine positive things like friendly people, bbq's, wholesome farm living, and sweet, sweet baby Jesus.  For those of us that grew up far from this mystical land we generally imagine negative things such as rednecks, over-consumption (of both food and petroleum products), religious fundamentalism, chewing tobacco, racism, and bigotry.   In my short time here (4 days) since Friday I have already experienced most items from both lists.  This isn't particularly surprising because like most places, Texas has both the good, the bad, and the ugly.
     Rather than focus on the negative I'd like to share a positive experience I had at a mega-walmart--everything IS bigger in Texas--from which I gained the insight that maybe I can be somewhat of a bigot too (gasp!)
     After an exasperating encounter with the student housing office of U of H which made Japanese bureaucracy seem intelligible, I resigned myself to the fact that I will not be able to move into my residence until Wednesday.  Of course the apt. was empty but don't get me started!  My plan was to go camping in Sam Houston National Forest until Wednesday.  The forest is only about 1.5 hours outside of Houston and I could spend some quality time alone in the wilderness before the madness of studying and TAing started.
    I had my camping gear with me as I had camped on the drive from Vegas to Houston but I needed to pick up some food and more propane and propane accessories.  I also thought that since I'd be camping near a lake I might buy an inflatable kayak if I could find one for a reasonable price.  When driving from Houston to the campground there is a town called Conroe through which you must pass.  I figured I'd stop at the Walmart there, since it was just off the freeway (I'd seen it on the way in) to pick up food and see if Walmart had a boat.
The parking lot is ONLY for Walmart


Walmart in Conroe, TX
Walmart had the paddles but had sold out of the boat.  As I was contemplating what I might do instead I noticed the fishing poles one row over.   I have a vague recollection of having fished when I was ten or something but I am by no means a seasoned fisherman.  "Hmmm..." I thought, "well, I'll be there for 5 days, if I can catch my own dinner it'll save me from having to make food runs and what's better that fresh fish? How hard can fishing be?"
     The guy working the sports and outdoors section was a big ol' Texas country boy.  I told him I was going camping for a few days and wanted to fish, could he advise me on what gear I should buy.  Well, let me tell you, if you think fishing is a simple matter of attaching a hook to a line on a pole you are wrong!  Depending where you are fishing and what you are fishing for you need to select the correct weights, lures, bait, floats, line, pole, cleaning kit, and net.
    Stop for a moment.  I am about to have my moment of insight.  I realize now that I was feeling pretty smug about myself ever since I got accepted into several schools with scholarship.  I don't think that smugness ever reached the point of arrogance but it was smugness nonetheless.  It wouldn't surprise me if most college grads feel a slight superiority over those who never finished, just as I'm sure many who finished high school might feel the same toward those who never finished.  Perhaps it's a normal feeling--those with a higher level of formal education feel, to varying degrees, superior to those below them.  Or maybe I'm just an asshole.
     Anyway, I asked this Texas country boy to help me "gear up" for fishing.  I explained to him that I was a total beginner and didn't have any idea what I was doing.  He was so excited to show me and explain to me all the intricacies of fishing.  He asked me my budget, what type of fish I wanted to catch, gave me technical advice, demonstrated how to tie the knots.  It was plainly obvious that if there were a graduate degree in fishing, this guy would have one.  But he did not take his position of superior knowledge to talk over my head, to condescend, or to show off his encyclopedic knowledge of fishing.  He answered my questions with kindness and with enthusiasm.  He never made me feel small for not knowing what is practically innate to him.  Particularly endearing was after completing every explanation he'd interject, "I love fishing....I really love fishing".
     I drew two main lessons from this exchange.  The first is obvious, that it is much more pleasant to learn from someone who doesn't speak down to you.  The second is that I should be more humble.  Perhaps I have more formal education than some but it does not mean I have more knowledge.  Perhaps the guy at Walmart's depth and breadth of knowledge of fishing far outstrips mine in philosophy--actually, I'm quite sure it does.  The knowledge I pursue just happens to be disseminated primarily in formal institutions.  His--not so much.  It is doubtful that where knowledge is obtained is relevant in ascribing value to it,  provided we are defining knowledge as "true justified belief".
     This brings up a philosophical issue:  Can we ascribe different values to different types of knowledge? Is my knowledge of philosophy more valuable than his knowledge of fishing, or vice versa?  Is an MBA more valuable than an MA? That is to say, is practical knowledge more valuable that theoretical knowledge?
     I'm not sure what the answer is but I think it might have something to do with the type of life one wants to lead and the degree to which that knowledge helps you pursue that life.  He enjoys a life of fishing and knowledge of fishing helps him successfully pursue this life.  I'm trying to pursue a life of a philosophy instructor, obviously studying philosophy helps me achieve success in this aim.
    But are there areas of knowledge that are universally beneficial, and if so, should we not ascribe more value to knowledge that has universal benefit?  I'd like to think that studying some philosophy can enrich everyone's life.  It is not domain specific.  Learning to think critically is an asset no matter what our specific field of interest.  On the other hand, I'm not sure everyone's life will be enriched if they learn the fundamentals of fishing.
    So where does this leave us?  It seems that there certainly are knowledge domains that universally improve our life quality, some practical, some theoretical.  For example, the practical knowledge of how to manage one's money will universally improve the quality of anyone's life.  Turning to theoretical knowledge, understanding something about ethics and concepts of justice, for example, can also universally improve people's lives.  Finally, there is the more specific type of knowledge, such as that which applies to fishing.  It is doubtful that this knowledge will universally enrich people's lives and so in a sense, is not equal to the aforementioned types of knowledge.
    Doh!  This is the problem with philosophy is no matter what I say, there is usually a counter-arguent.  So if I may play devil's advocate to my incoherent ramblings...: "So, what you're saying is we should ascribe value to types of knowledge based on the degree to which they have universal utility.  Can you provide an argument for this naked assumption?  What's wrong with knowledge for knowledge sake? Why does it have to be useful? Why not measure instead how much pleasure the knowledge brings?"
      My reply:  "Don't make me go all Carnap on your ass, cuz you know I will...Let us ascribe value to knowledge based on its fruitfulness in achieving the purpose for which it is intended; that is to say, if a particular area of knowledge is meant to bring about universal pleasure, we should value it to the degree to which it does so.  Conversely, if a branch of knowledge is meant to have utility, e.g. how to maintain basic hygiene, then let us measure it on those terms."
Carnap, I love you!


      Ok, I'm rambling too much.  Time for bed.  Thanks for reading guys and lemmi know what you think about how we should ascribe value to different types of knowledge.

Friday, December 3, 2010

Stuck/Quine/Epistemology Natualized

Ok, what I'm about to do may turn out to be a very poor decision but at this point I don't have much to lose.  Here's the situation.  I have one term paper left and for some reason I just cannot make any progress.  I'm so confused by now that I can't tell if the problem is that I don't understand the content of if I can't synthesize the information or if I need more information, or if I have too much and it's just disorganized.  I don't know.  I'm embarrassed to admit how much time I have devoted to this stinkin' paper and I have nothing but a few pages of unfinished thoughts that lead nowhere.  So, here's my plan.  I'm going to summarized the issues here in my blog.  I feel like I'm talking to friends, you're not going to grade me, and my writing seems to flow better when it's "for fun".  The risk is that nothing may come of this and I will have wasted more valuable time that maybe should have been spent doing more research or rereading material.  Anyway, speaking of wasting time, enough with the preamble:


  So my paper is about a philosopher named Quine and the problem of knowing whether we can justify our system of scientific knowledge.  I know what your thinking...um, just put on lab coat, and run some experiments and if the evidence confirms a theory, then ta-da! it works.  Why do philosophers need to make everything so complicated?  In a sense this response is correct, and it is in some ways related to what Quine says.  
  The general topic that we are investigating is "how we know what we know".  This area of philosophy is called epistemology.  Traditional epistemology saw one of its primary roles as trying to find a rational justification for our knowledge of the world.  This type of reasoning must be distinguished from experiential reasoning, or as philosophers call is "synthetic" or "a posteriori"(after the fact).  The problem can be framed like this "how do we know what we know?" Answer: "we learn through experience" Question: "how do you know that experience gives you a reliable picture of the world?"  Typical answer, "because further experiences confirm that my beliefs are true".  Did you catch the problem?  If you didn't, here it is.  This is an instance of circular reasoning.  You are setting out to prove the reliability of beliefs derived from experience by appealing to experience.  It's not a good argument if you support what you are trying to prove with the thing you are trying to prove.
  So what does Quine say about all this?  He says, all this talk of trying to prove science (experiential knowledge) from something other than experience is just crazy talk.  We haven't made any progress since Descartes, who formulated the problem in its modern form, and Hume, who pointed out even more problems.  Lets just stop all this madness and allow for a certain amount of circularity.  Why? because unless you want to postulate divine revelation, clairvoyance and other untenable ways of knowing, all we have is appeal to experience.  So, instead of continuing on this fools errand of trying come up with a logical proof for how it is that science (seems) to work, lets look at how it actually does work.  In other words, instead of looking at how we ought to derive beliefs, lets look at how we actually do derive our beliefs (in science).  How do we do this?  We appeal to empirical psychology.  
  Empirical psychology is the study of how we go from sensory stimulation to some sort of behavioural (maybe assertions) output indicating belief.  Now I know what some of you are thinking: Whoa! Nelly! Stop right there.  That sounds like behaviourism and I remember hearing that behaviourism is the devil!  Lets make a distinction here between philosophical behaviourism and methodological behaviourism.  The former, which is probably the one that most people object to, is the position that all there is is behaviour.  There are not mental states, emotions, etc....we are basically all just machines.  Well, you'd be right to object, and in academia that view died a long time ago.  Quine is proposing methodological behaviourism.  This is the idea that, while people may have mental states, emotions, and sensations, the only thing that we can observe as outsiders is behaviour.  Behaviour here should be construed in a broad sense: from the macro scale all the way down neural and sensory receptor stimulations, firing of synapses and so on.  There is no way to observe what someone's feeling of feels like but we can observe their behavioural responses.  That's all this means.
  Moving on.  So, suppose we accept this model and ignore, for the time being accusations of circularity. Are there any important questions that this new paradigm will not be able to answer? A common argument against this model is that it provides no guidance in areas of norms.  Let me explain:  Norms are standards by which we measure success.  Norms are the basic level of competence required for an operation to be considered successful.  For example, the academic norms for grade 3 are that you are able to read and write at a given level and maybe know all your multiplication tables.  If you are below the norms, you cannot successfully carry out these tasks.  
  So, what's an example of a case where we need to know something about epistemic (to do with knowledge) norms?  Lets say 2 people are having an argument about the results of a science experiment. The experiment was, in a beaker (I have to say that word any chance I get!) they pour 1 cup of sugar into one cup of water: the result is that the beaker now shows the meniscus to be a 1 1/4 cups.  Scientist 1 (I'll call her Mary) says this proves that 1+1=1 1/4.  Scientist 2 (Bob) says, no: this does not disprove the laws of arithmetic.  
  So what does this all have to do with using psychology to solve epistemic problems?  Here it is:  psychology can give us an account of how the light reflecting off the beaker and solution stimulated the visual system and, after a long causal chain, produced a behaviour in the scientists that indicated they perceive the meniscus to have risen to indicate 1 1/4 cups.  If we appealed to neuro-psychology we could learn the neuro-pathways that were stimulated when Mary and Bob came to their respective conclusions.  To summarize, the scientific method could tell us how the reasoning occurred but it cannot tell us which method of reasoning is preferable.  This is because science is descriptive, not prescriptive or normative.  
  So, does it end here?  Case closed?  I think there's more to the story.  I think there are ways that science can tell us which ways of reasoning are preferable.  Let me elaborate:  We know that depending what type of problem we are asked to solve and how we frame a problem it will influence how we solve the problem.  For instance, sometimes people voice opinions/beliefs based on emotions, other times they use logic.  Depending on what type of "reasoning" process they are using, neuro-psychology tells us that different parts of the brain are engaged.  It is safe to assume that for most problems, resolution is preferably achieved through using the rational, rather than emotional part of the brain.  So, since we know which part of the brain is preferable and the conditions which bias toward our engaging it, we can set up conditions for us to yield "true" beliefs.  
  Lets take a step back so we can go into more detail.  When I said that I assumed that for most problems it is preferable to engage the rational part of our brain, in a sense I was expressing a norm.  Strictly speaking science cannot say "this method is better because it produces true beliefs".  This presupposes a norm or value, that of producing true belief.  So, there are 2 issues here, that of expressing preference for an outcome and the notion of truth.  
  Scientific theories cannot tell us what is true.  They can only tell us that to which experience, thus far, has conformed.  Science history is littered with examples of theories that where at one point as sure as, well...lets just say they were held as true.  Sometimes there are competing theories to explain the same phenomena.  The point is the the notion of truth in science, as in most places, is not "true come what may".  Again, science simply gives us a best account of the evidence at hand.
  So, how can science distinguish between thought patterns for justification?  The same way that it adopts any theory.  Setting up circumstances that biasing our thinking in ways that use the rational part of our brain will lead to beliefs that will conform better with experience and help us to better navigate our world than if we had chosen a cognitive process that would bias toward other beliefs.
  Anyway, those are two of the central themes.  There's a lot more but I'm struggling with it.  If you made it to the bottom I thank you for taking the time to read this crap.  I'm so screwed.  I have no idea what I'm going to write....


By the way, if there are any philosophers out there reading this, any helpful suggestions will be graciously accepted....