Nature of Science, Misc

Scientism has more notoriety than history proper for it has been identified with “positivism”, “reductionism”, “materialism” or “Marxism”, or even held responsible for the enforcement of science at the expense of other human affairs. The idea that scientific research yields the best possible knowledge lies at the very definition of “scientism”. However, even when science has shown a considerable amount of theoretical and practical successes, a rational confidence put on it as a mean for solving any factual problem has been (...) denounced as illegitimate, defective, or dogmatic. Thereby, after revisiting the varieties of the meaning of scientism, I argue for a reasonable defense of scientism against some of its prevailing criticisms. Hence, it will be sustained that science is the most reliable approach for attaining knowledge without detriment of other valuable human activities insofar these do not address factual or cognitive questions nor are at odds with a scientific worldview. (shrink)

Я даю подробный обзор "Внешние границы разума" Носон Янофски с единой точки зрения Витгенштейна и эволюционной психологии. Я указываю, что трудности с такими вопросами, как парадокс в языке и математике, неполнота, несоответствие, вычислительность, мозг и вселенная, как компьютеры и т.д., все это возникает из-за неспособности внимательно посмотреть на наше использование языка в соответствующем контексте и, следовательно, неспособность отделить вопросы научного факта от вопросов о том, как работает язык. Я обсуждаю взгляды Витгенштейна на неполноту, последовательность и несоответствие и нерешающость и работу (...) Вольперта на пределы вычислений. Подводя итог: Вселенная согласно Бруклин---Хорошая Наука, не так хорошая философия. Те, кто желает всеобъемлющего до современных рамок для человеческого поведения из современных двух systEms зрения могут проконсультироваться с моей книгой"Логическая структура философии, психологии, Минd иязык в Людвиг Витгенштейн и Джон Сирл" второй ред (2019). Те, кто заинтересован в более моих сочинений могут увидеть "Говоря обезьян - Философия, психология, наука, религия и политика на обреченной планете - Статьи и обзоры 2006-2019 3-й ed (2019) и suicidal утопических заблуждений в 21-мst веке 4-й ed (2019) th и другие. (shrink)

The Theory of Relativity has been portrayed as a theory that redefined the way we look at the cosmos, enabling us to unlock the reality we live in. Its proponents are constantly reminding us of how Einstein managed to reveal the true nature of the universe with his groundbreaking theory, which has been proved multiple times until now. Yet, philosophy of science teaches us that no theory has any privileged connection with what we call reality per se. The role of (...) science is to formulate models of the cosmos we see and not to try to interpret or reveal reality. This paper tries to show how this holds true even for the famous relativity theory, by showing specific objections to the connection of the theory with the Holy Grail of philosophers. By analyzing various subjects related to the theory, from the twins’ paradox to the GPS satellites, this paper illustrates that relativity is much less connected to reality than what we would like to think. At the end, what Einstein’s theory provides is nothing more than a way to formalize the interactions of the world but without being able to make any claims whatsoever regarding the ‘reality’ of its conclusions. (shrink)

This article focuses on two developments in nineteenth-century (philosophy of) social science: Moritz Lazarus’s and Heymann Steinthal’s Völkerpsychologie and Georg Simmel’s early sociology of knowledge. The article defends the following theses. First, Lazarus and Steinthal wavered between a “strong” and a “weak” program for Völkerpsychologie. Ingredients for the strong program included methodological neutrality and symmetry; causal explanation of beliefs based on causal laws; a focus on groups, interests, tradition, culture, or materiality; determinism; and a self-referential model of social institutions. Second, (...) elements of the weak program were the blurring of explanatory and normative interests, an emphasis on freedom of the will, and antirelativism and antimaterialism. Third, later research projects keeping the label “Völkerpsychologie” followed the weak program. Fourth, in the 1880s and 1890s, Simmel tried to build on some of the elements of the strong program. Finally, and fifth, part of the explanation for why Simmel did not succeed in his attempt had to do with the social-political situation of German academia around 1900. (shrink)

वह लेख के पहले समूह के लिए हम कैसे व्यवहार है कि काफी सैद्धांतिक भ्रम से मुक्त है में कुछ अंतर्दृष्टि देने का प्रयास. अगले तीन समूहों में मैं एक स्थायी दुनिया को रोकने के प्रमुख भ्रम के तीन पर टिप्पणी - प्रौद्योगिकी, धर्म और pol(सहकारी समूह)। लोगों का मानना है कि समाज उनके द्वारा बचाया जा सकता है, तो मैं क्यों यह छोटे लेख और प्रसिद्ध लेखकों द्वारा हाल ही में पुस्तकों की समीक्षा के माध्यम से संभावना नहीं है (...) के रूप में पुस्तक के बाकी में कुछ सुझाव प्रदान करते हैं. -/- अमेरिका और दुनिया अत्यधिक जनसंख्या वृद्धि से पतन की प्रक्रिया में हैं, पिछली सदी के लिए यह सबसे अधिक है और अब यह सब 3 दुनिया के लोगों की वजह से. संसाधनों की खपत और 4 अरब से अधिक ca. 2100 के अलावा औद्योगिक सभ्यता पतन औरएक चौंका देने वालापैमाने पर भुखमरी, रोग, हिंसा और युद्ध बाहर लाना होगा. अरबों मर जाएगा और परमाणु युद्ध सब कुछ है, लेकिन कुछ है। अमेरिका में यह बेहद बड़े पैमाने पर आव्रजन और आप्रवासी प्रजनन द्वारा त्वरित किया जा रहा है, डेमोcracy द्वारा संभव बनाया दुरुपयोग के साथसंयुक्त. भ्रष्ट मानव प्रकृति inexorably अपराध और गरीबी का एक दुःस्वप्न में लोकतंत्र और विविधता के सपने बदल जाता है. पतन का मूल कारण हमारे सहज मनोविज्ञान की अक्षमताको आधुनिक दुनिया के अनुकूल है, जो लोगों को unrelat एड व्यक्तियों के इलाज के लिए की ओर जाता है जैसे कि वे आमहितों था. यह, बुनियादी जीव विज्ञान और मनोविज्ञान की अज्ञानता के अलावा, आंशिक रूप से शिक्षित जो लोकतांत्रिक समाज को नियंत्रित करने के सामाजिक इंजीनियरिंग भ्रम की ओर जाता है. बहुत कम लोग समझते हैं कि अगर आप किसी और को नुकसान पहुँचाने में आपकी मदद करते हैं, तो मुफ्त दोपहर का भोजन नहीं होता और हर एक वस्तु का उपभोग करने से धरती की मरम्मत से परे नष्ट हो जाती है। नतीजतन, हर जगह सामाजिक नीतियां unsustainable हैं और स्वार्थ पर कड़े नियंत्रण के बिना एक के बाद एक सभी समाज अराजकता या तानाशाही में गिर जाएगी. नाटकीय और तत्काल परिवर्तन के बिना, वहाँ अमेरिका, या किसी भी देश है कि एक लोकतांत्रिक प्रणाली के बाद के पतन को रोकने के लिए कोई उम्मीद नहीं है. इसलिए मेरा निबंध "लोकतंत्र द्वारा आत्महत्या". अब यह भी स्पष्ट है कि चीनपर शासन करने वाले सात समाजपथ विश्व युद्ध 3 जीत रहेहैं, और इसलिए उन पर मेरा अंतिम निबंध। केवल बड़ा खतरा आर्टिफिशियल इंटेलिजेंस है जो मैं पिछले पैराग्राफ में संक्षेप पर टिप्पणी है. (shrink)

Algunos críticos de la ciencia afirman que es sólo un punto de vista entre otros, sin alguna autoridad epistémica especial. No obstante, en este artículo se defiende que la idea de que la investigación científica involucra una perspectiva o punto de vista no impone una restricción a su ideal de objetividad. Primero se presentan algunas aclaraciones sobre la noción de punto de vista, luego se atiende al concepto de objetividad científica, y por último se enfrentan algunos desafíos que se desprenden (...) de la noción de punto de vista y amenazan rasgos de la objetividad científica vinculados con su autoridad epistémica. -/- Some critics of science claim that it is only a point of view among others, lacking any special epistemic authority. However, this paper contends that conceiving scientific inquiry as something that involves a perspective or a point of view does not pose a constraint on its ideal of objectivity. We first put forward some clarifications on the notion of point of view, followed by some observations on scientific objectivity; finally, we face some of the challenges that rise from the notion of point of view and threaten features of scientific objectivity tied to its epistemic authority.]. (shrink)

In my (2017a), I defend a view I call Weak Scientism, which is the view that knowledge produced by scientific disciplines is better than knowledge produced by non-scientific disciplines. Scientific knowledge can be said to be quantitatively better than non-scientific knowledge insofar as scientific disciplines produce more impactful knowledge–in the form of scholarly publications–than non-scientific disciplines (as measured by research output and research impact). Scientific knowledge can be said to be qualitatively better than non-scientific knowledge insofar as such knowledge is (...) explanatorily, instrumentally, and predictively more successful than non-scientific knowledge. Brown (2017a) raises several objections against my defense of Weak Scientism and I have replied to his objections (Mizrahi 2017b), thereby showing again that Weak Scientism is a defensible view. Since then, Brown (2017b) has reiterated his objections in another reply on SERRC. In this paper, I respond to Brown's objections, thereby showing once more that Weak Scientism is a defensible view. (shrink)

Bernard Wills (2018) joins Christopher Brown (2017, 2018) in criticizing my defense of Weak Scientism (Mizrahi 2017a, 2017b, 2018a). Unfortunately, it seems that Wills did not read my latest defense of Weak Scientism carefully, nor does he cite any of the other papers in my exchange with Brown.

In his latest attack, even though he claims to be a practitioner of “close reading” (Wills 2018b, 34), it appears that Wills still has not bothered to read the paper in which I defend the thesis he seeks to attack (Mizrahi 2017a), or any of the papers in my exchange with Brown (Mizrahi 2017b; 2018a), as evidenced by the fact that he does not cite them at all. This explains why Wills completely misunderstands Weak Scientism and the arguments for the (...) quantitative superiority (in terms of research output and research impact) as well as qualitative superiority (in terms of explanatory, predictive, and instrumental success) of scientific knowledge over non-scientific knowledge. (shrink)

The geosciences include a wide spectrum of disciplines ranging from paleontology to climate science, and involve studies of a vast range of spatial and temporal scales, from the deep-time history of microbial life to the future of a system no less immense and complex than the entire Earth. Modeling is thus a central and indispensable tool across the geosciences. Here, we review both the history and current state of model-based inquiry in the geosciences. Research in these fields makes use of (...) a wide variety of models, such as conceptual, physical, and numerical models, and more specifically cellular automata, artificial neural networks, agent-based models, coupled models, and hierarchical models. We note the increasing demands to incorporate biological and social systems into geoscience modeling, challenging the traditional boundaries of these fields. Understanding and articulating the many different sources of scientific uncertainty – and finding tools and methods to address them – has been at the forefront of most research in geoscience modeling. We discuss not only structuralmodel uncertainties, parameter uncertainties, and solution uncertainties, but also the diverse sources of uncertainty arising from the complex nature of geoscience systems themselves. Without an examination of the geosciences, our philosophies of science and our understanding of the nature of model-based science are incomplete. (shrink)

The deep crisis in modern fundamental science development is ever more evident and openly recognised now even by mainstream, official science professionals and leaders. By no coincidence, it occurs in parallel to the world civilisation crisis and related global change processes, where the true power of unreduced scientific knowledge is just badly missing as the indispensable and unique tool for the emerging greater problem solution and further progress at a superior level of complex world dynamics. Here we reveal the mathematically (...) exact reason for the crisis in conventional science, containing also the natural and unified problem solution in the form of well-specified extension of usual, artificially restricted paradigm. We show how that extended, now causally complete science content provides various "unsolvable" problem solutions and opens new development possibilities for both science and society, where the former plays the role of the main, direct driver for the latter. We outline the related qualitative changes in science organisation, practice and purposes, giving rise to the sustainability transition in the entire civilisation dynamics towards the well-specified superior level of its unreduced, now well understood and universally defined complexity. (shrink)

The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...) role of vacuum conception and the idea of existence (actual and potential, observable and nonobservable, virtual and hidden) types were analyzed. In collaboration with S.Crymski heuristic and regulative functions of categories of substance, world as a whole as well as postulates of relativity and absoluteness, and anthropic and self-development principles were singled out. Elaborating Kopnin’s view of scientific theories as a practically effective and relatively true mapping of their domains, the author in collaboration with M. Burgin have originated the unified structure-nominative reconstruction (model) of scientific theory as a knowledge system. According to it, every scientific knowledge system includes hierarchically organized and complex subsystems that partially and separately have been studied by standard, structuralist, operationalist, problem-solving, axiological and other directions of the current philosophy of science. 1) The logico-linguistic subsystem represents and normalizes by means of different, including mathematical, languages and normalizes and logical calculi the knowledge available on objects under study. 2) The model-representing subsystem comprises peculiar to the knowledge system ways of their modeling and understanding. 3) The pragmatic-procedural subsystem contains general and unique to the knowledge system operations, methods, procedures, algorithms and programs. 4) From the viewpoint of the problem-heuristic subsystem, the knowledge system is a unique way of setting and resolving questions, problems, puzzles and tasks of cognition of objects into question. It also includes various heuristics and estimations (truth, consistency, beauty, efficacy, adequacy, heuristicity etc) of components and structures of the knowledge system. 5) The subsystem of links fixes interrelations between above-mentioned components, structures and subsystems of the knowledge system. The structure-nominative reconstruction has been used in the philosophical and comparative case-studies of mathematical, physical, economic, legal, political, pedagogical, social, and sociological theories. It has enlarged the collection of knowledge structures, connected, for instance, with a multitude of theoreticity levels and with an application of numerous mathematical languages. It has deepened the comprehension of relations between the main directions of current philosophy of science. They are interpreted as dealing mainly with isolated subsystems of scientific theory. This reconstruction has disclosed a variety of undetected knowledge structures, associated also, for instance, with principles of symmetry and supersymmetry and with laws of various levels and degrees. In cooperation with the physicist Olexander Gabovich the modified structure-nominative reconstruction is in the processes of development and justification. Ideas and concepts were also in the center of Kopnin’s cognitive activity. The author has suggested and elaborated the triplet model of concepts. According to it, any scientific concept is a dependent on cognitive situation, dynamical, multifunctional state of scientist’s thinking, and available knowledge system. A concept is modeled as being consisted from three interrelated structures. 1) The concept base characterizes objects falling under a concept as well as their properties and relations. In terms of volume and content the logical modeling reveals partially only the concept base. 2) The concept representing part includes structures and means (names, statements, abstract properties, quantitative values of object properties and relations, mathematical equations and their systems, theoretical models etc.) of object representation in the appropriate knowledge system. 3) The linkage unites a structures and procedures that connect components from the abovementioned structures. The partial cases of the triplet model are logical, information, two-tired, standard, exemplar, prototype, knowledge-dependent and other concept models. It has introduced the triplet classification that comprises several hundreds of concept types. Different kinds of fuzziness are distinguished. Even the most precise and exact concepts are fuzzy in some triplet aspect. The notions of relations between real scientific concepts are essentially extended. For example, the definition and strict analysis of such relations between concepts as formalization, quantification, mathematization, generalization, fuzzification, and various kinds of identity are proposed. The concepts «PLANET» and «ELEMENTARY PARTICLE» and some of their metamorphoses were analyzed in triplet terms. The Kopnin’s methodology and epistemology of cognition was being used for creating conception of the philosophy of law as elaborating of understanding, justification, estimating and criticizing legal system. The basic information on the major directions in current Western philosophy of law (legal realism, feminism, criticism, postmodernism, economical analysis of law etc.) is firstly introduced to the Ukrainian audience. The classification of more than fifty directions in modern legal philosophy is suggested. Some results of historical, linguistic, scientometric and philosophic-legal studies of the present state of Ukrainian academic science are given. (shrink)

Descartes développe, dans ses Principes de la Philosophie, les principes fondateurs de son système construit sur l’identification de la matière à l’espace. L’analyse de ses principes nous invite à repenser le rôle de la métaphysique dans la constitution de la science et permet aussi de comprendre comment les concepts de matière, substance, espace, étendue géométrique, mouvement, infini et vide sont devenus les questions centrales de la science du XVIIe siècle.

Hempel, Popper, and Kuhn argue that to be scientific is to be testable, to be falsifiable, and most nearly to do normal science, respectively. I argue that to be scientific is largely to be interactive, offering some examples from science to show that the ideas from different fields of science interact with one another. The results of the interactions are that hypotheses become more plausible, new phenomena are explained and predicted, we understand phenomena from a new perspective, and our worldview (...) becomes simpler. I also argue that given that the interactions are impressive features of science, astrology and religion would be regarded as science, provided that there are similar interactions in those enterprises. (shrink)

The purpose of this writing is to propose a frame of view, a form as the eternal world element, that is compatible with paradox within the history of ideas, modern discovery as they confront one another. Under special consideration are problems of representation of phenomena, life, the cosmos as the rational facility of mind confronts the physical/perceptual, and itself. Current topics in pursuit are near as diverse and numbered as are the possibilities for a world composed strictly of uniqueness able (...) to fill infinite space; it is assumed that not all of the paths chosen in contemporary pursuits will produce coherent determinations in an appropriate frame able to accommodate a world of nominals in motion, containing motion, and is commensurate with basic physical law and the propagation of form, change from within. Intended as a potential guiding post for the aim of reason seeking to select, define and capture topics, chosen as special examples are the works of logistician/mathematician Lewis Carroll as he presents a paradox of actuality verses the reality of perception in Alice in Wonderland, the theory of relativity of Albert Einstein as he fails to elaborate a mathematics to communicate an inertial frame of reference, and the reconstruction ideas of Jacques Derrida as he refers for contrast with the scientific world view constructed of dualisms, monisms that are conceived to have no opposites. Supporting discussion is evolved from the works of Bertrand Russell, Erwin Schrodinger, Jurgen Habermas, Bronislaw Malinowski, Michel Foucault. (shrink)

For four decades it has been argued that we need to adopt a new conception of science called aim-oriented empiricism. This has far-reaching implications and repercussions for science, the philosophy of science, academic inquiry in general, conception of rationality, and how we go about attempting to make progress towards as good a world as possible. Despite these far-reaching repercussions, aim-oriented empiricism has so far received scant attention from philosophers of science. Here, sixteen objections to the validity of the argument for (...) aim-oriented empiricism are subjected to critical scrutiny. (shrink)

The aim of this paper is to show that science, understood as pure research, ought not to be affected by non-epistemic values and thus to defend the traditional ideal of value-free science. First, we will trace the distinction between science and technology, arguing that science should be identified with pure research and that any non-epistemic concern should be di­rected toward technology and technological research. Second, we will examine different kinds of values and the roles they can play in scientific research (...) to argue that science understood as pure research is mostly and in any case ought to be value-free. Third, we will consider and dismiss some widespread arguments that aim to defend, especially at a normative level, the inevitable value-ladenness of science. Finally, we will briefly return to the connections among science, technology, and values. (shrink)

Incommensurability was Kuhn’s worst mistake. If it is to be found anywhere in science, it would be in physics. But revolutions in theoretical physics all embody theoretical unification. Far from obliterating the idea that there is a persisting theoretical idea in physics, revolutions do just the opposite: they all actually exemplify the persisting idea of underlying unity. Furthermore, persistent acceptance of unifying theories in physics when empirically more successful disunified rivals can always be concocted means that physics makes a persistent (...) implicit assumption concerning unity. To put it in Kuhnian terms, underlying unity is a paradigm for paradigms. We need a conception of science which represents problematic assumptions concerning the physical comprehensibility and knowability of the universe in the form of a hierarchy, these assumptions becoming less and less substantial and more and more such that their truth is required for science, or the pursuit of knowledge, to be possible at all, as one goes up the hierarchy. This hierarchical conception of science has important Kuhnian features, but also differs dramatically from the view Kuhn expounds in his The Structure of Scientific Revolutions. In this paper, I compare and contrast these two views in a much more detailed way than has been done hitherto. I show how the hierarchical view can be construed to emerge from Kuhn’s view as it is modified to overcome objections. I argue that the hierarchical conception of science is to be preferred to Kuhn’s view. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...) provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

In order to create a better world we need to bring about a revolution in universities so that they become devoted to helping humanity learn how to make progress towards as good a world as possible.

The paper aims to expound on the issue of science being different from non science or prescience in the form of the scientific methodology used. Popper’s method of falsifiability ensures the aim of science to be successful. The aim of science which also needs a critical attitude, can enable scientific progress by rejecting inductivism as its scientific methodology. Popper’s view on what the aim of science is and why and how inductivism fails in the case of science, along with examples (...) from history of science besides its impact on philosophical foundations of science, has been stressed in the paper. (shrink)

Joseph Rouse has drawn from Heidegger’s early philosophy to develop what he calls a “practical hermeneutics of science.” With this, he has not only become an important player in the recent trend towards practice-based conceptualisations of science, he has also emerged as the predominant expositor of Heidegger’s philosophy of science. Yet, there are serious shortcomings in both Rouse’s theory of science and his interpretation of Heidegger. In the first instance, Rouse’s practical hermeneutics appears confused on the topic of realism. In (...) the second instance, Rouse suppresses Heidegger’s distinction between existence and essence, and hence fails to grasp the latter’s corollary distinction between scientic research and everyday practice. I argue that, by accepting a correction in his interpretation of Heidegger, Rouse would find the means to resolve the debilitating tensions in his stance towards realism. (shrink)

In recent decades, several authors have claimed that an epoch-making change in the development of science is taking place. A closer examination of this claim shows that these authors take different – and problematic – concepts of an epochal break as their points of departure. In order to facilitate an evaluation of the current development of science, I would like to propose a concept of an epochal change according to which it is not necessarily a discontinuous process that typically begins (...) in a subarea of the sciences, has far-reaching consequences for the entire system of the sciences, and can be observed by contemporaries as early as during its initial phase. Taking this concept as my point of departure, I discuss various candidates for the status of an epochal transformation in the recent development of the sciences. Although there are sound reasons to doubt that an epochal break is currently taking place, one must concede that the sciences are probably in a profound transformation, which could unfold in various directions, perhaps even leading to epoch-making new characterizations of the sciences. (shrink)

This paper argues that scientific studies distinguish themselves from other studies by a combination of their processes, their (knowledge) elements and the roles of these elements. This is supported by constructing a process model. An illustrative example based on Newtonian mechanics shows how scientific knowledge is structured according to the process model. To distinguish scientific studies from research and scientific research, two additional process models are built for such processes. We apply these process models: (1) to argue that scientific progress (...) should emphasize both the process of change and the content of change; (2) to chart the major stages of scientific study development; and (3) to define “science”. (shrink)

In What Science Knows, the Australian philosopher and mathematician James Franklin explains in captivating and straightforward prose how science works its magic. It offers a semipopular introduction to an objective Bayesian/logical probabilist account of scientific reasoning, arguing that inductive reasoning is logically justified (though actually existing science sometimes falls short). Its account of mathematics is Aristotelian realist.

This is a review of Craig Dilworth's The Metaphysics of Science (Dordrecht, Springer, 2007). The book propounds an immensely important idea. Science makes metaphysical presuppositions. Unfortunately, Dilworth ignores work that has been done on this issue which takes the matter much further than he does.

Critically growing problems of fundamental science organisation and content are analysed with examples from physics and emerging interdisciplinary fields. Their origin is specified and new science structure (organisation and content) is proposed as a unified solution.

In this article I present an alternative philosophy of science based on ideas drawn from the study of complex adaptive systems. As a result of the spectacular expansion in scientific disciplines, the number of scientists and scientific institutions in the twentieth century, I believe science can be characterised as a complex system. I want to interpret the processes of science through which scientists themselves determine what counts as good science. This characterisation of science as a complex system can give an (...) answer to the question why the sciences are so successful in solving growing numbers of problems and correcting their own mistakes. I utilise components of complexity theory to explain and interpret science as a complex system. I first explain the concept of complexity in ordinary language. The explanation of science as a complex system starts with a definition of the basic rules that guide the behaviour of science as a complex system. Next, I show how various sciences result through the implementation of these rules in the study of a specific aspect of reality. The explanation of the growth of science through evolutionary adaptation and learning forms the core of the article. (shrink)

Cosmological speculation about the ultimate nature of the universe, being necessary for science to be possible at all, must be regarded as a part of scientific knowledge itself, however epistemologically unsound it may be in other respects. The best such speculation available is that the universe is comprehensible in some way or other and, more specifically, in the light of the immense apparent success of modern natural science, that it is physically comprehensible. But both these speculations may be false; in (...) order to take this possibility into account, we need to adopt an hierarchy of increasingly contentless cosmological conjectures until we arrive at the conjecture that the universe is such that it is possible for us to acquire some knowledge of something, a conjecture which we are justified in accepting as knowledge since doing so cannot harm the pursuit of knowledge in any circumstances whatsoever. As a result of adopting such an hierarchy of increasingly contentless cosmological conjectures in this way, we maximize our chances of adopting conjectures that promote the growth of knowledge, and minimize our chances of taking some cosmological assumption for granted that is false and impedes the growth of knowledge. The hope is that as we increase our knowledge about the world we improve (lower level) cosmological assumptions implicit in our methods, and thus in turn improve our methods. As a result of improving our knowledge we improve our knowledge about how to improve knowledge. Science adapts its own nature to what it learns about the nature of the universe, thus increasing its capacity to make progress in knowledge about the world. This aim-oriented empiricist conception of science solves outstanding problems in the philosophy of science such as the problems of induction, simplicity and verisimilitude. (shrink)

Psychology considered as a natural science began as Aristotelian "physics" or "natural philosophy" of the soul, conceived as an animating power that included vital, sensory, and rational functions. C. Wolff restricted the term " psychology " to sensory, cognitive, and volitional functions and placed the science under metaphysics, coordinate with cosmology. Near the middle of the eighteenth century, Krueger, Godart, and Bonnet proposed approaching the mind with the techniques of the new natural science. At nearly the same time, Scottish thinkers (...) placed psychology within moral philosophy, but distinguished its "physical" laws from properly moral laws. British and French visual theorists developed mathematically precise theories of size and distance perception; they created instruments to test these theories and to measure visual phenomena such as the duration of visual impressions. By the end of the century there was a flourishing discipline of empirical psychology in Germany, with a professorship, textbooks, and journals. The practitioners of empirical psychology at this time typically were dualists who included mental phenomena within nature. Accordingly, psychology as a natural scientific disciplines was not invented in the 18th and 19th centuries, but *remade* from the extant empirical psychology. (shrink)

Despite the flood of philosophical texts on postmodernism, relatively few attempts have been made to gauge the importance of postmodern ideas for the philosophy of science. However, Lyotard's enormously influential text The postmodern condition (1979) focussed on science and knowledge. He put the term metanarrative (grand narrative) into circulation. Lyotard defines the term modern to refer to the way in which science tries to legitimate its own status by means of philosophical discourse which appeal to some kind of grand narrative (...) (Lyotard 1984:xxiii). Science needs to legitimate itself as being true knowledge by making use of another kind of knowledge, which Lyotard calls narrative knowledge (Lyotard 1984:29,30). Without this legitimation science would presuppose its own validity and proceed on prejudice (Lyotard 1984:29). He examines two such grand narratives that previously legitimated science in the modern world, but now have lost their credibility. One is science as the liberator of humanity and the other science as a good influence on the character of its participants. He describes his now famous definition of the concept postmodern, namely an incredulity toward metanarratives, as being extremely simplified (Lyotard 1984:xxiv). Lyotard (1984:18-27) also strongly focuses attention on the important role of narratives in human life in that narratives provide a certain kind of knowledge that cannot be had in any other way. He regards narrative and scientific knowledge as two distinct species of discourse (Lyotard 1984:26-27), which both fulfill legitimate functions and no one's existence is more or less necessary than the other's. Lyotard himself sees the function of legitimation as the primary role for narrative knowledge, and discusses it mostly in that context (1984:27-37). In this article I want to look at philosophers who give different appraisals of the merits of postmodern ideas - with Lyotardian ones featuring prominently - for philosophy of science and our understanding of science. I will examine the attempts by Nancey Murphy (1990), Pauline-Marie Rosenau (1992), Zuzana Parusnikova (1992) and Joseph Rouse (1990, 1991a, 1991b) to develop (or reject) a postmodern philosophy of science. In a final section I will determine the worth of their views for our understanding of science and philosophy of science. (shrink)

I propose an approach to naturalized philosophy of science that takes the social nature of scientific practice seriously. I criticize several prominent naturalistic approaches for adopting "cognitive individualism", which limits the study of science to an examination of the internal psychological mechanisms of scientists. I argue that this limits the explanatory capacity of these approaches. I then propose a three-level model of the social nature of scientific practice, and use the model to defend the claim that scientific knowledge is socially (...) produced. (shrink)

Philosophy of science and history of science both have a significant relation to science itself; but what is their relation to each other? That question has been a focal point of philosophical and historical work throughout the second half of this century. An analysis and review of the progress made in dealing with this question, and especially that made in philosophy, is the focus of this thesis. Chapter one concerns logical positivist and empiricist approaches to philosophy of science, and the (...) significance of the criticisms levelled at them by analytic epistemologists such as Willard Quine and 'historicist' philosophers, especially Thomas Kuhn. Chapter two details the attempts by Kuhn and Lakatos to integrate these historicist criticisms with historically oriented philosophy of science, in their separate attempts at providing rational explanations of historical developments. Kuhn's latest work seeks to mend fences with philosophy, but his efforts remain too closely tied to the epistemological approaches strongly criticized in his earlier work. Lakatos' treatment of history is much more subtle than most have understood it to be, but the conception of scientific rationality that arises out of it is transformed into an abstract cultural product, more reminiscent of Hegel's geist than of individual human rationality. Chapters three and four discuss the recommendations of Lakatos and Laudan to historians with regard to historiography, and the actual historiographies and philosophy of history of practicing historians and historians of science. The philosophers' contributions indicate little concern for the historians' own methods, materials, and purposes; and the historians' writings present methodologies for history of science that are independent of the normative demarcations of philosophy of science, pace Lakatos and Laudan. Chapter five develops a philosophical position that fosters a more productive engagement between philosophy and history of science, a 'methodological historicism' that embraces the possibility of an important role for social and political factors in a philosophical study of scientific development. The epistemological relativism that might accompany such a historicist position need not be the radical epistemological anarchism of Feyerabend, though it will allow for a significant underdetermination of scientific development by reason nonetheless. (shrink)

Most scientists and philosophers of science take for granted the standard empiricist view that the basic intellectual aim of science is truth per se. But this seriously misrepresents the aims of scieince. Actually, science seeks explanatory truth and, more generally, important truth. Problematic metaphysical and value assumptions are inherent in the real aims of science. Precisely because these aims are profoundly problematic, they need to be articulated, imaginatively explored and critically assesseed, in order to improve them, as an integral part (...) of science itself. This was how Einstein did science in developing the special and general theories of relativity. Science needs to put a new aim-oriented empiricist methodology into practice. (shrink)

A case is made that Mach’s principle of “economy of thought”, and therefore usefulness, is related to the compressibility of data, but that a mathematical expression may compress data for reasons that are sometimes coincidental and sometimes not. An expression, therefore, may be sometimes explainable and sometimes not. A method is proposed for distinguishing coincidental data compression from non-coincidental, where this method may serve as a guide in uncovering new mathematical relationships. The method works by producing a probability that a (...) given mathematical expression achieves its compression purely by chance. (shrink)