The World 3 theory outlined by Popper in the 1960s has been diversely received, raising enthusiasms as well as severe criticisms. In this paper, I resituate the theory in the development of Popper’s philosophy. I not only present the three “sources” of W3, but I also show that the first one dominates the two others. Comparing it with a few other evolutionary philosophies, I propose to understand Popper’s metaphysics as part of an evolutionary and spiritualist philosophy, which was, however, always (...) balanced by a strong ethical reminder of the inescapability of human responsibility. (shrink)

The recent detection of gravitational waves by the LIGO team has rightly been hailed as “the crowning achievemen of classical physics”. This detection, which came at the end of a decade-long quest, involved 950 investigators, and cost around one billion US dollars, was the scientific star of the year 2015. What, if any, is the philosophical impact of this scientific breakthrough, which Albert Einstein had anticipated one century earlier? To answer this question we start by examining the central equations of (...) Einstein’s theory of gravitation, also known as general relativity. Subsequently we analyze the special case of a hollow sphere, in an attempt to answer the question of the reality and even materiality of space or, rather, spacetime. As well, the view that gravitation is a manifestation of the curvature of spacetime is discussed, and the reality of gravitational waves is regarded as the coup de grâce to that view. (shrink)

The holism-reductionism debate, one of the classic subjects of study in the philosopy of science, is currently at the heart of epistemological concerns in ecology. Yet the division between holism and reductionism does not always stand out clearly in this field. In particular, almost all work in ecosystem ecology and landscape ecology presents itself as holistic and emergentist. Nonetheless, the operational approaches used rely on conventional reductionist methodology.From an emergentist epistemological perspective, a set of general 'transactional' principles inspired by the (...) work of J. Dewey and J.K. Feibleman are proposed in an effort to develop a coherent ontological and methodological semantics. (shrink)

I present a condensed exposé of systemic materialism, a synthesis of materialism and systemism originally proposed by Mario Bunge. Matter is identified with mutability of propertied particulars, and a concrete or material system is defined as an object with composition, structure, mechanism, and environment. I review different aspects of this ontology, and discuss some of its implications for epistemology, ethics, and aesthetics. I also try to identify some problems of this view and offer some ways to overcome the difficulties. I (...) conclude that systemic materialism is a promising philosophical project still in the making. (shrink)

In recent years, many philosophers of science have attempted to articulate a theory of non-epistemic emergence that is compatible with mechanistic explanation and incompatible with reductionism. The 2005 account of Fred C. Boogerd et al. has been particularly influential. They argued that a systemic property was emergent if it could not be predicted from the behaviour of less complex systems. Here, I argue that Boogerd et al.'s attempt to ground emergence in complexity guarantees that we will see emergence, but at (...) the cost of rendering it either trivial or epistemic. There are three basic problems. First, neither the measures of complexity explicitly mentioned by Boogerd et al. nor the most popular measures in the literature can do the practical and theoretical work that they assign to complexity. Second, I argue that while the success of their view depends on restricting the base of information available to the reductionist, this cannot be done in a way that is metaphysically neutral with respect to emer.. (shrink)

I present a formal ontological theory where the basic building blocks of the world can be either things or events. In any case, the result is a Parmenidean worldview where change is not a global property. What we understand by change manifests as asymmetries in the pattern of the world-lines that constitute 4-dimensional existents. I maintain that such a view is in accord with current scientific knowledge.

Popper proposed his theory of objective knowledge to eliminate subjectivist epistemologies. Popper’s objectivism culminated in the theory of the autonomous World 3 characterized by its independence from the subjective factors belonging to World 2. I argue that Popper did not succeed in unifying his idea of the autonomy of knowledge with the requirement of the creative role of the critical subject in cognition. Moreover, his effort to desubjectivize knowledge undermined the vital importance of the critical activity that ensures the dynamism (...) of the growth of knowledge. In this respect, Popper suppressed the most interesting feature of his philosophical contribution. (shrink)

Tadeusz Kotarbiski is widely recognized as a major philosopher of theLvov–Warsaw school. His reism, which is a contribution to semantics andontology, is still discussed and debated, and his most original creation, praxiology,has grown into an entire research field. However, Kotarbiski's philosophy ofscience has not received much attention by later commentators. This paper attemptsto correct this situation by considering the hypothesis that Kotarbiski succeededalready in 1929 in formulating a position that can be regarded as an early version ofscientific realism. Unlike most (...) other ``scientific philosophers'' before the mid-thirties,he was able to combine ontological realism (by defending a form of physicalism andnominalism) and semantical realism (by defending the classical correspondence theoryof truth). He was also a critical epistemological realist. Further, in spite of theinstrumentalist flavour of his reductionist programme in eliminating terms apparentlyreferring to abstract entities, Kotarbiski accepted theories as statements with truth values and theoretical entities as long as they can be understood as physical bodies. (shrink)

The continuing discussion of the species problem suffers from the lack of a coherent ontological theory as a basis for determining whether species have an ontological status. It has attempted to apply a full-fledged metaphysical theory to the species problem: the ontology of Mario Bunge. In doing so a few ontological fundamentals including system, individual, real and conceptual object, and law are briefly introduced. It is with the help of these fundamentals that an analysis of the species-as-individuals thesis is carried (...) out, concluding that species are not individuals (things), but natural kinds, and that they have no ontological status. In contradistinction to the traditional view of natural kinds involving possible worlds metaphysics and semantics a notion of natural kind is given in terms of the state space approach and of nomological equivalence. (shrink)

The continuing discussion of the species problem suffers from the lack of a coherent ontological theory as a basis for determining whether species have an ontological status. It has attempted to apply a full-fledged metaphysical theory to the species problem: the ontology of Mario Bunge. In doing so a few ontological fundamentals including system, individual, real and conceptual object, and law are briefly introduced. It is with the help of these fundamentals that an analysis of the species-as-individuals thesis is carried (...) out, concluding that species are not individuals (things), but natural kinds, and that they have no ontological status. In contradistinction to the traditional view of natural kinds involving possible worlds metaphysics and semantics a notion of natural kind is given in terms of the state space approach and of nomological equivalence. (shrink)

The leitmotif of Mario Bunge’s work was that the philosophy of science should be informed by a comprehensive scientific philosophy, and vice versa; with both firmly rooted in realism and materialism. Now Bunge left such a big oeuvre, comprising more than 70 books and hundreds of articles, that it is impossible to review it in its entirety. In addition to biographical remarks, this obituary will therefore restrict itself to some select issues of his philosophy: his scientific metaphysics, his philosophy of (...) physics, his concept of mechanismic explanation, his philosophy of social science and technology, and his approach to the demarcation problem. The final section will explore why Bunge, despite the extent and depth of his work, has not achieved a more prominent status in the philosophical community. (shrink)

This article discusses the theories of social emergence developed by Roy Bhaskar and Mario Bunge. Bhaskar's concept of emergent causal power is shown to be ambiguous, and some of the difficulties of his depth-relational concept of social emergence are examined. It is argued that Bunge's systemic concept of emergent property is not only different, but also clearer and more consistent than Bhaskar's concept of emergent causal power. Despite its clarity and consistency, Bunge's definition of the concept of emergent property is (...) shown to be too broad and analytically imprecise for the purposes of an emergentist social ontology. It is argued that Bunge's systemic account of social emergence can be developed further by using William Wimsatt's gradual approach to emergent phenomena and his four conditions of aggregativity of a systemic property. It is shown that these conditions provide useful conceptual tools for clarifying and investigating different kinds of mechanisms of social emergence and developing stronger varieties of the concept of emergent social property than that indicated in Bunge's definition of this concept. (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)

Through discussing scientific whaling, the paper brings the necessity of retrieving natural philosophy. The paper’s arguments favor an expanded vision of human encounter with nature, through the lens of natural philosophy, with a priority focus of expanding our imaginations to embrace the vast natural world. -/- There is no doubt that both the philosophy and science, two of the three significant areas of cultural and intellectual engagement (the other one is religion), have gone through changes over time. It is also (...) conspicuous that the modern natural science marginalized and suppressed specific concerns which were previously an indefeasible part of natural philosophy. -/- Bringing both historical and critical discussion of natural philosophy, the paper explores prospective retrieval of natural philosophy in contemporary modern science. Emphasizing the significance of natural philosophy’s imperatives both in the intellectual and field application of modern science, the paper reiterates commentary of Nicholas Maxwell, who advocates to correct three loopholes (Maxwell 2017): change the nature of social inquiry; opt aim-oriented rationality methods; and generalize the progress achieving methods of science. (shrink)

Dans cet article, nous essayons de comprendre comment l’hyloréalisme scientifique de Bunge peut s’accommoder avec plusieurs objets de la chimie des cristaux et leurs propriétés. Nous montrons que plusieurs d’entre eux, constituant le cœur de la discipline, soutiennent l’émergentisme ontologique. Les unités de construction, comme les lacunes, leur potentiel chimique, le nombre quantique cristallographique et plusieurs aspects des propriétés spectroscopiques des électrons 4f dans les cristaux ioniques, sont présentés comme des exemples remarquables d’objets ou de propriétés émergents (ou submergents) rencontrés (...) dans l’état cristallin. Parmi tous les types d’unités de construction, nous montrons que les lacunes s’avèrent ontologiquement réelles et matérielles. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (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)

We critically examine the role and status probabilities, as they enter via the Quantum Equilibrium Hypothesis, play in the standard, deterministic interpretation of deBroglie’s and Bohm’s Pilot Wave Theory (dBBT), by considering interpretations of probabilities in terms of ignorance, typicality and Humean Best Systems, respectively. We argue that there is an inherent conflict between dBBT and probabilities, thus construed. The conflict originates in dBBT’s deterministic nature, rooted in the Guidance Equation. Inquiring into the latter’s role within dBBT, we find it (...) explanatorily redundant (in particular for dBBT’s solution of the Measurement Problem, which only requires that the corpuscles possess definite positions), and subject to a number of difficulties. Following a suggestion from Bell, we propose to abandon the Guidance Equation, whilst retaining dBBT’s point particle-based Primitive Ontology, with positions as local beables. The resultant theory, which we identify as a stochastic, minimally deBroglie-Bohmian theory, describes a random walk through configuration space. Its probabilities, we propose, are best understood as dispositions of possible corpuscle configurations to manifest themselves. We subsequently evaluate the merits of sdBBT vis-à-vis dBBT, such as the justification of the Symmetrisation Postulate and the violation of the Action-Reaction Principle. Not only is sdBBT an attractive Bohmian theory that, whilst retaining dBBT's virtues, overcomes many of its shortcomings; it also sparks off a number of exciting follow-up questions, such as a comparison between sdBBT and other stochastic hidden-variable theories, e.g. Nelson Stochastics, or between sdBBT and the Everett interpretation. (shrink)

This paper (in Finnish) concerns the ontological status of categories of entities. I argue that categories are not be considered as further entities. Rather, it is suffcient for entities belonging to the same category that they are in exactly the same formal ontological relations and have the same general category features.