For a long time, philosophers of science have expressed little interest in the so-called demarcation project that occupied the pioneers of their field, and most now concur that terms like “pseudoscience” cannot be defined in any meaningful way. However, recent years have witnessed a revival of philosophical interest in demarcation. In this paper, I argue that, though the demarcation problem of old leads to a dead-end, the concept of pseudoscience is not going away anytime soon, and deserves a fresh look. (...) My approach proposes to naturalize and down-size the concept, anchoring it in real-life doctrines and fields of inquiry. First, I argue against the definite article “the” in “the demarcation problem”, distinguishing between territorial and normative demarcation, and between different failures and shortcomings in science apart from pseudoscience. Next, I argue that pseudosciences can be fruitfully regarded as simulacra of science, doctrines that are not epistemically warranted but whose proponents try to create the impression that they are. In this element of imitation or mimicry, I argue, lies the clue to their common identity. Despite the huge variety of doctrines and beliefs gathered under the rubric of “pseudoscience”, and the wide range of defects from which they suffer, pseudosciences all engage in similar strategies to create an impression of epistemic warrant. The indirect, symptomatic approach defended here leads to a general characterization of pseudosciences in all domains of inquiry, and to a useful diagnostic tool. (shrink)

This commentary on John Symons’ and Jack Horner’s paper, besides sharing its main argument, challenges the authors’ statement that there is no effective method to evaluate software-intensive systems as a distinguishing feature of software intensive science. It is underlined here how analogous methodological limitations characterise the evaluations of empirical systems in non-software intensive sciences. The authors’ claim that formal methods establish the correctness of computational models rather than of the represented programme is here compared with the empirical adequacy problem typifying (...) the model-based reasoning approach in physics, and the remark that testing all the paths of a software-intensive system is unfeasible is related to the enumerative induction problem in the justification of empirical law-like hypotheses in non-software intensive sciences. (shrink)

Deeply rethinking the teaching of philosophy: problems and appropriationResumen: ¿Para qué sirve la filosofía? es la pregunta que se hace desde fuera de la comunidad filosófica y cuya respuesta puede abrir puertas o poner serios obstáculos a su consolidación como asignatura. El permanente cuestionamiento externo por la “falta de utilidad” y la constante labor apologética que genera, parecen ser un indicio de que la filosofía requiere innovación en algunos aspectos de su enseñanza. A fin de contribuir con este esfuerzo es (...) imprescindible identificar los problemas, y se determina que la falta de interacción con la ciencia puede ser uno de ellos. Se presentan dos ideas que se enlazan metodológicamente con este cambio de enfoque: una es poner el énfasis en los problemas filosóficos y no en autores; y la otra es facilitar que los estudiantes se apropien intelectualmente de la filosofía como elemento constitutivo de su pensamiento. Ambas ideas se implementarían sobre el trasfondo de establecer una relación estrecha con la ciencia, así como realizar cambios en la didáctica.: How is philosophy useful? is the question posed from outside the philosophical community and whose answer can either open doors or become a serious obstacle to its consolidation as a subject. The constant external questioning regarding its “lack of usefulness”, and the apologetic task it generates, seem to be an indication that philosophy requires innovation in some aspects of its teaching. In order to contribute to this effort it is essential to identify the problems, and it is determined that the lack of interaction with science may be one of them. Two ideas which are methodologically linked to this change of approach are presented: one is to underscore the philosophical problems and not the authors; and the other one is to enable the students to appropriate philosophy intellectually as a constitutive element of their thinking. Both ideas would be implemented on the basis of establishing a close relation with science, as well as making some changes in didactics. Palabras clave: educación, innovación, filosofía, ciencia, problema, apropiación. Keywords: education, innovation, philosophy, science, problem, appropriation. (shrink)

Clinical fields of the “sciences of the mind” (psychotherapy, psychiatry, etc.) lack integrative conceptual frameworks that have explanatory power. Mainly descriptive-classificatory taxonomies like DSM dominate the field. New taxonomies such as Research Domain Criteria (RDoC) aim to collect scientific knowledge regarding “systems” for “processes” of the brain. These terms have a supradisciplinary” meaning if they are considered in context of Systems Science. This field emerges as a platform of theories like general systems theory, catastrophe theory, synergetics, chaos theory, etc. It (...) provides a lot of abstract concepts, constructs, methods and models. We assume that these tools also enable theoretical integration in the diversified field of clinical practice in the sciences of the mind. Additionally, systems thinking in clinical psychology improves conceptual links to currently network-oriented neurobiology. However, clear definitions of systemic terms are necessary to emerge from their mainly metaphorical use. Here we revise mainly terms like “structure”, “process” and “dynamics” as they are used already in psychology, psychoanalysis, psychopathology and psychiatry in an ill-defined way. For instance, affective-cognitive structures like “life space” or “object representations” can be seen as products of mental processing. These structures, in turn, modulate dynamics of mental processes. Additionally, we suggest a coupled network concept of emotions and motivations as the main subsystem that modulates mental dynamics that results in a qualitative systemic model of the mind. Finally, we assume that a revisited systemic approach could improve interdisciplinary understanding of the mental. ystem for mental dynamics. In this context, we assume that a revisited systemic approach could improve interdisciplinary understanding of the mental. (shrink)

Since the birth of computing as an academic discipline, the disciplinary identity of computing has been debated fiercely. The most heated question has concerned the scientific status of computing. Some consider computing to be a natural science and some consider it to be an experimental science. Others argue that computing is bad science, whereas some say that computing is not a science at all. This survey article presents viewpoints for and against computing as a science. Those viewpoints are analyzed against (...) basic positions in the philosophy of science. The article aims at giving the reader an overview, background, and a historical and theoretical frame of reference for understanding and interpreting some central questions in the debates about the disciplinary identity of computer science. The article argues that much of the discussion about the scientific nature of computing is misguided due to a deep conceptual uncertainty about science in general as well as computing in particular. (shrink)

Current Perspectives in Philosophy of Biology.

In his classic essay “The phenomenological approach to psychopathology”, Karl Jaspers defended the irreducible reality of the “subjective” mental symptoms and stressed the pivotal role of empathy in their diagnostic assessment. However, Jaspers’ account of the epistemological role of empathy in psychopathological diagnosis was far from clear: whereas at several places Jaspers claimed that empathy provides a direct access to patients’ abnormal mental experiences, at other places he stressed that it did so only indirectly, through a whole battery of their (...) observable clinical indicators. The aim of this paper is to reassess Jaspers’ account of the epistemological role of empathy in psychopathological diagnosis. (shrink)

Mainstream analytic epistemology regards knowledge as the property of individuals, rather ‎than groups. Drawing on insights from the reality of knowledge production and dissemination ‎in the sciences, I argue, from within the analytic framework, that this view is wrong. I defend ‎the thesis of ‘knowledge-level justification communalism’, which states that at least some ‎knowledge, typically knowledge obtained from expert testimony, is the property of a ‎community and possibly none of its individual members, in that only the community or some ‎members (...) of it collectively possesses knowledge-level justification for its individual members’ ‎beliefs. I address several objections that individuals, qua individuals, have or are able to ‎acquire knowledge-level justification for all the beliefs they obtain from expert testimony. I ‎argue that the problem I identify with individualism is invariant under any specific account of ‎justification, internalist or externalist. ‎. (shrink)

There are currently serious concerns that published scientific findings often fail to be reproducible, and that some solutions may be gleaned by attending the several methodological and sociological recommendations that could be found in the literature. However, researchers would also arrive at some answers by considering the advice of the philosophy of science, particularly semantics, about theses on truth related to scientific realism. Sometimes scientists understand the correspondence thesis of truth as asserting that the next unique empirical confirmation of a (...) hypothesis suffices to attribute truth to it provisionally. Such empiricist bias is not necessarily at the core of CTT, but Mario Bunge proposed the synthetic thesis of truth, based on CTT, to explicitly avoid the bias. STT requires considering a hypothesis corroborated, both by purely empirical confirmation and external consistency or compatibility with the bulk of existing background knowledge. While a capricious understanding of CTT could be rigged to recommend the “one shot game” in hypothesis testing, STT clearly demands the use of multiple approaches, empirical as well as theoretical, and it asserts that a scientific test is effective to the extent to which it is neither purely empirical, nor viewed in isolation. Pattern consistency together with an understanding of causal relations make confirmed hypotheses robust and more reliable. The militancy of the double mechanism of hypothesis control of STT can help mitigate the reproducibility crisis. Earl Werner’s research program in community ecology is an example of the use of STT criteria, which leads to the development of reliable, cross-checked, ecological results, with high predictive capacity. (shrink)

There are currently serious concerns that published scientific findings often fail to be reproducible, and that some solutions may be gleaned by attending the several methodological and sociological recommendations that could be found in the literature. However, researchers would also arrive at some answers by considering the advice of the philosophy of science, particularly semantics, about theses on truth related to scientific realism. Sometimes scientists understand the correspondence thesis of truth as asserting that the next unique empirical confirmation of a (...) hypothesis suffices to attribute truth to it provisionally. Such empiricist bias is not necessarily at the core of CTT, but Mario Bunge proposed the synthetic thesis of truth, based on CTT, to explicitly avoid the bias. STT requires considering a hypothesis corroborated, both by purely empirical confirmation and external consistency or compatibility with the bulk of existing background knowledge. While a capricious understanding of CTT could be rigged to recommend the “one shot game” in hypothesis testing, STT clearly demands the use of multiple approaches, empirical as well as theoretical, and it asserts that a scientific test is effective to the extent to which it is neither purely empirical, nor viewed in isolation. Pattern consistency together with an understanding of causal relations make confirmed hypotheses robust and more reliable. The militancy of the double mechanism of hypothesis control of STT can help mitigate the reproducibility crisis. Earl Werner’s research program in community ecology is an example of the use of STT criteria, which leads to the development of reliable, cross-checked, ecological results, with high predictive capacity. (shrink)

A characterization of the modelling process in science is proposed for science education, based on Mario Bunge’s ideas about the construction of models in science. Galileo’s Dialogues are analysed as a potentially fruitful starting point to implement strategies aimed at modelling in the classroom in the light of that proposal. It is argued that a modelling process for science education can be conceived as the evolution from phenomenological approaches towards more representational ones, emphasizing the role of abstraction and idealization in (...) model construction. The shift of reference of theories—from sensible objects to conceptual objects—and the black-box models construction process, which are both explicitly presented features in Galileo’s Dialogues, are indicated as highly relevant aspects for modelling in science education. (shrink)

Definiciones de epistemología hay muchas, al igual que clases y estilos. Sin embargo, más allá de esta diversidad, es necesario contar con una definición básica que guíe nuestra comprensión del tema. Dos serán las preguntas que nos ayuden a ello en este artículo: a) ¿qué es la epistemología? y b) ¿para qué le sirve al científico?

This article analyses the epistemic status of law and its presumption of being a science in relation with the so-called demarcation criterion proposed by different philosophers of science. Such criteria are the main analytical elements to differentiate scientific discourses from those who are not and the ones who pretend to be. In relation to those, pseudoscience and law are treated, to finally conclude with the exposition of the case of Daubert v. Merrill Dow Pharmaceuticals, in which a judicial process defined (...) demarcation criteria. This paper shows how the demarcation criteria of science and the concept of pseudoscience cannot be applied to law science given its own rationality. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

[This is the complete issue of the second issue of Mɛtascience] -/- This second issue of the journal Mεtascience continues the char acterization of this new branch of knowledge that is metasci ence. If it is new, it is not in a radical sense since Mario Bunge practiced it in an exemplary way, since logical positivists were accused of practicing only a mere metascience, since scientists have always practiced it implicitly, and since some philosophers no longer practice philosophy but rather (...) metascience, but without characterizing it or theorizing it, that is, without realizing that they have abandoned one general discourse for another. The novelty therefore lies in this aware ness that a general discourse without philosophy is possible: a scien tific general discourse. The twelve contributions gathered in this volume illustrate the metascientific approach to knowledge of the world as well as to knowledge of knowledge of the world, that is, science. And like Bunge’s project, they are neither part of the analytical movement nor the continental movement in philosophy. We will read here studies about the Bungean system, some applications of Bungean thought, some metascientific contributions, and some reflections around meta science. Among metascientific disciplines, ontology occupies a prominent place in this issue of Mεtascience. Metascience differs from philoso phy in its rejection of the fundamental philosophical distinction be tween appearance and reality. Metascientific ontology therefore does not postulate the existence of any metaphysical reality. But metasci entific ontology, no more than philosophical ontology, is a factual sci ence. The first, because it studies scientific constructs and not concrete objects, the second, because it is interested in transcendent or meta physical objects. (shrink)

L’ontologie générale constitue un fondement théorique important pour l’analyse, la conception et le développement dans les technologies de l’information. L’ontologie est une branche de la philosophie qui étudie ce qui existe dans la réalité. Une ontologie largement utilisée dans les systèmes d’information, en particulier pour la modélisation conceptuelle, est l’ontologie BWW (Bunge-Wand-Weber), fondée sur les idées du philosophe et physicien Mario Bunge, telles que synthétisées par Wand et Weber. Cette ontologie a été élaborée à partir d’une ancienne version de la (...) philosophie de Bunge ; cependant, de nombreuses idées de Bunge ont évolué depuis lors. Une question importante est donc la suivante : les idées les plus récentes exprimées par Bunge appellent-elles une nouvelle ontologie ? Dans cet article, nous analyserons des travaux récents et antérieurs de Bunge afin de répondre à cette question. Nous présentons une nouvelle ontologie basée sur les travaux plus récents de Bunge que nous nommons ontologie systémiste bungéenne (Bunge’s Systemist Ontolgy ; BSO). Nous comparons ensuite BSO aux constructions de BWW. La comparaison révèle à la fois un chevauchement considérable entre BSO et BWW, ainsi que des différences substantielles. À partir de cette comparaison et de l’exposition initiale de BSO, nous proposons des suggestions pour diverses études ontologiques et identifions des questions qui pourraient alimenter un programme de recherche tant en modélisation conceptuelle qu’en technologie de l’information en général. (shrink)

L’humain produit des discours sur le monde : mythologies, religions, mysticismes, philosophies, science. La majorité de ses discours sont de nature transcendante. À la suite d’un clarification conceptuelle fondée sur les notions de réflexion et de discours général, la philosophie apparaît comme un dis- cours général transcendant parmi d’autres ; d’où l’échec de celle-ci à rendre compte du monde et de la science ; d’où la nécessité de disposer d’un discours général non transcendant, un discours général proprement scientifique, une métascience. (...) À la lumière des frontières ainsi redéfinies, il sera proposé de fonder la métascience sur une interprétation de l’oeuvre de Mario Bunge. Cette interprétation se fonde sur un ensemble de postulats généraux aux- quels Mario Bunge adhère et tenus pour acquis par les scientifiques. Il est proposé que soutenir un tel ensemble de postulats sans les problématiser à la manière des philosophes, fait en sorte que la pensée de Bunge ne relève plus de la philosophie. (shrink)

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)

General ontology is a prominent theoretical foundation for information technology analysis, design, and development. Ontology is a branch of philosophy which studies what exists in reality. A widely used ontology in information systems, especially for conceptual modeling, is the BWW (Bunge–Wand–Weber), which is based on ideas of the philosopher and physicist Mario Bunge, as synthesized by Wand and Weber. The ontology was founded on an early subset of Bunge’s philosophy; however, many of Bunge’s ideas have evolved since then. An important (...) question, therefore, is: do the more recent ideas expressed by Bunge call for a new ontology? In this paper, we conduct an analysis of Bunge’s earlier and more recent works to address this question. We present a new ontology based on Bunge’s later and broader works, which we refer to as Bunge’s Systemist Ontology (BSO). We then compare BSO to the constructs of BWW. The comparison reveals both considerable overlap between BSO and BWW, as well as substantial differences. From this comparison and the initial exposition of BSO, we provide suggestions for further ontology studies and identify research questions that could provide a fruitful agenda for future scholarship in conceptual modeling and other areas of information technology. (shrink)

According to one large family of views, scientific explanations explain a phenomenon (such as an event or a regularity) by subsuming it under a general representation, model, prototype, or schema (see Bechtel, W., & Abrahamsen, A. (2005). Explanation: A mechanist alternative. Studies in History and Philosophy of Biological and Biomedical Sciences, 36(2), 421–441; Churchland, P. M. (1989). A neurocomputational perspective: The nature of mind and the structure of science. Cambridge: MIT Press; Darden (2006); Hempel, C. G. (1965). Aspects of scientific (...) explanation. In C. G. Hempel (Ed.), Aspects of scientific explanation (pp. 331–496). New York: Free Press; Kitcher (1989); Machamer, P., Darden, L., & Craver, C. F. (2000). Thinking about mechanisms. Philosophy of Science, 67(1), 1–25). My concern is with the minimal suggestion that an adequate philosophical theory of scientific explanation can limit its attention to the format or structure with which theories are represented. The representational subsumption view is a plausible hypothesis about the psychology of understanding. It is also a plausible claim about how scientists present their knowledge to the world. However, one cannot address the central questions for a philosophical theory of scientific explanation without turning one’s attention from the structure of representations to the basic commitments about the worldly structures that plausibly count as explanatory. A philosophical theory of scientific explanation should achieve two goals. The first is explanatory demarcation. It should show how explanation relates with other scientific achievements, such as control, description, measurement, prediction, and taxonomy. The second is explanatory normativity. It should say when putative explanations succeed and fail. One cannot achieve these goals without undertaking commitments about the kinds of ontic structures that plausibly count as explanatory. Representations convey explanatory information about a phenomenon when and only when they describe the ontic explanations for those phenomena. (shrink)

Starting from the sixties of the past century theory change has become a main concern of philosophy of science. Two of the best known formal accounts of theory change are the post-Popperian theories of verisimilitude (PPV for short) and the AGM theory of belief change (AGM for short). In this paper, we will investigate the conceptual relations between PPV and AGM and, in particular, we will ask whether the AGM rules for theory change are effective means for approaching the truth, (...) i.e., for achieving the cognitive aim of science pointed out by PPV. First, the key ideas of PPV and AGM and their application to a particular kind of propositional theories - the so called "conjunctive propositions" - will be illustrated. Afterwards, we will prove that, as far as conjunctive propositions are concerned, AGM belief change is an effective tool for approaching the truth. (shrink)

Physical theories are complex and necessary tools for gaining new knowledge about their areas of application. A distinction is made between abstract and practical theories. The last are constantly being improved in the cognitive activity of professional physicists and studied by future physicists. A variant of the philosophy of physics based on a modified structural-nominative reconstruction of practical theories is proposed. Readers should decide whether this option is useful for their understanding of the philosophy of physics, as well as other (...) philosophies of particular sciences. (shrink)

Neuroscience is a multidisciplinary effort to understand the structures and functions of the brain and brain-mind relations. This effort results in an increasing amount of data, generated by sophisticated technologies. However, these data enhance our descriptive knowledge, rather than improve our understanding of brain functions. This is caused by methodological gaps both within and between subdisciplines constituting neuroscience, and the atomistic approach that limits the study of macro- and mesoscopic issues. Whole-brain measurement technologies do not resolve these issues, but rather (...) aggravate them by the complexity problem. The present article is devoted to methodological and epistemic problems that obstruct the development of human neuroscience. We neither discuss ontological questions nor review data, except when it is necessary to demonstrate a methodological issue. As regards intradisciplinary methodological problems, we concentrate on those within neurobiology and psychology. As regards interdisciplinary problems, we suggest that core disciplines of neuroscience can be integrated using systemic concepts that also entail human-environment relations. We emphasize the necessity of a meta-discussion that should entail a closer cooperation with philosophy as a discipline of systematic reflection. The atomistic reduction should be complemented by the explicit consideration of the embodiedness of the brain and the embeddedness of humans. The discussion is aimed at the development of an explicit methodology of integrative human neuroscience, which will not only link different fields and levels, but also help in understanding clinical phenomena. (shrink)

This paper is divided in four parts. In the first part we introduce the method of internal critique of philosophical theories by examination of their external consistency with scientific theories. In the second part two metaphysical and one epistemological postulate of Wittgenstein's Tractatus are made explicit and formally expressed. In the third part we examine whether Tractarian metaphysical and epistemological postulates (the independence of simple states of affairs, the unique mode of their composition, possibility of complete empirical knowledge) are externally (...) consistent with the theory of quantum mechanics. The result of the inquiry is negative: Tractarian postulates ought to be be revised. Relying on the result we approach the question of the empirical character of logic in the fourth part. The description of theoretical transformations of the notion of disjunction, in its ontological, epistemological, and logical sense, is a common element of in all parts of the text. The conjecture on the existence of different types of disjunctive connectives in the language of quantum mechanics concludes the paper. (shrink)