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)

Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...) a large body of literature has developed related to the teaching andlearning about nature of science – see, for example, the Lederman and Meichtry reviews cited below. As well there has been intensephilosophical, historical and philosophical debate about the nature of scienceitself, culminating in the much-publicised ‘Science Wars’ of recent time. Thereferences listed here primarily focus on the empirical research related to thenature of science as an educational goal; along with a few influential philosophicalworks by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Whilenot exhaustive, the list should prove useful to educators, and scholars in otherfields, interested in the nature of science and how its understanding can berealised as a goal of science instruction. The authors welcome correspondenceregarding omissions from the list, and on-going additions that can be made to it. (shrink)

Tourism literature has shown there is a disagreement amongst academics conducting tourism research as to whether tourism is an academic community, academic study, and/or academic discipline. These three terms are used loosely and change in meaning depending upon the author, source, context, and discipline of the author(s). The following paper identifies tourism’s current position in academia using these three ideas of academic acceptance as tools to guide the discussion. Also guiding the discussion are ideas from tourism scholars and Kuhn’s ideas (...) of what constitutes a discipline. The discussion leads to a debate about “truths” in tourism research. Recommendations regarding the advancement of tourism in academia via theory construction in the academic field of tourism are presented. (shrink)

Bayes’ rule shows how one might rationally change one’s beliefs in the light of evidence. It is the foundation of a statistical method called Bayesianism. In health care research, Bayesianism has its advocates but the dominant statistical method is frequentism. There are at least two important philosophical differences between these methods. First, Bayesianism takes a subjectivist view of probability (i.e. that probability scores are statements of subjective belief, not objective fact) whilst frequentism takes an objectivist view. Second, Bayesianism is explicitly (...) inductive (i.e. it shows how we may induce views about the world based on partial data from it) whereas frequentism is at least compatible with non-inductive views of scientific method, particularly the critical realism of Popper. Popper and others detail significant problems with induction. Frequentism’s apparent ability to avoid these, plus its ability to give a seemingly more scientific and objective take on probability, lies behind its philosophical appeal to health care researchers. However, there are also significant problems with frequentism, particularly its inability to assign probability scores to single events. Popper thus proposed an alternative objectivist view of probability, called propensity theory, which he allies to a theory of corroboration; but this too has significant problems, in particular, it may not successfully avoid induction. If this is so then Bayesianism might be philosophically the strongest of the statistical approaches. The article sets out a number of its philosophical and methodological attractions. Finally, it outlines a way in which critical realism and Bayesianism might work together. (shrink)

The concept of moral identity based on virtue ethics has become an issue of considerable import in explaining moral behavior. This attempt to offer adequate explanations of the full range of morally relevant human behavior inevitably provokes boundary issues between ethics and moral psychology. In terms of the relationship between the two disciplines, some argue for ?naturalized (or psychologized) morality,? whereas, on the other hand, others insist on ?moralized psychology.? This article investigates the relationship between virtue ethics and moral identity (...) based on previous research on the relationship between ethics and moral psychology. This article especially attempts to show that meaningful links between the two concepts possible by using theoretical frameworks constructed by the most influential philosophers of science such as Kuhn and Lakatos. (shrink)

How do agents with limited cognitive capacities flourish in informationally impoverished or unexpected circumstances? Aristotle argued that human flourishing emerged from knowing about the world and our place within it. If he is right, then the virtuous processes that produce knowledge, best explain flourishing. Influenced by Aristotle, virtue epistemology defends an analysis of knowledge where beliefs are evaluated for their truth and the intellectual virtue or competences relied on in their creation. However, human flourishing may emerge from how degrees of (...) ignorance are managed in an uncertain world. Perhaps decision-making in the shadow of knowledge best explains human wellbeing—a Bayesian approach? In this dissertation I argue that a hybrid of virtue and Bayesian epistemologies explains human flourishing—what I term homeostatic epistemology. Homeostatic epistemology supposes that an agent has a rational credence p when p is the product of reliable processes aligned with the norms of probability theory; whereas an agent knows that p when a rational credence p is the product of reliable processes such that: 1) p meets some relevant threshold for belief, 2) p coheres with a satisficing set of relevant beliefs and, 3) the relevant set of beliefs is coordinated appropriately to meet the integrated aims of the agent. Homeostatic epistemology recognizes that justificatory relationships between beliefs are constantly changing to combat uncertainties and to take advantage of predictable circumstances. Contrary to holism, justification is built up and broken down across limited sets like the anabolic and catabolic processes that maintain homeostasis in the cells, organs and systems of the body. It is the coordination of choristic sets of reliably produced beliefs that create the greatest flourishing given the limitations inherent in the situated agent. (shrink)

The purpose of this article is to critically assess the ‘three-world theory’ as it is presented—with some slight but decisive differences—by Jürgen Habermas and Karl Popper. This theory presents the philosophy of science with a conceptual and material problem, insofar as it claims that science has no single access to all aspects of the world. Although I will try to demonstrate advantages of Popper’s idea of ‘the third world’ of ideas, the shortcomings of his ontological stance become visible from the (...) pragmatic point of view in Habermas’s theory of communicative acts. With regard to the critique that the three-world theory has met in both its pragmatic and ontological versions, I will take a closer look at John Searle’s naturalistic counter-position. By teasing out some problematic implications in his theory of causation, I aim to show that Searle’s approach is, in fact, much closer to Popper’s than he might think. Finally, while condoning Habermas’s distinction between the natural world and the lifeworld, I will opt for a pragmatically differentiated view of ‘the real’, rather than speaking of different worlds. (shrink)

Scientists use visualisations of different kinds in a variety of ways in their scientific work. In the following article, we will take a closer look at the use of photographic pictures as scientific evidence. In accordance with Patrick Maynard’s thesis, photography will be regarded as a family of technologies serving different purposes in divergent contexts. One of these is its ability to detect certain phenomena. Nonetheless, with regard to the philosophical thesis of theory-ladenness of observation, we encounter certain reservations concerning (...) the status of photography and that of photographic pictures in the process of measurement in science. Accordingly, the aim of this paper is twofold: We will discuss suggested solutions both for the technological and for the psychological part of the problem of theory-ladenness appearing in the context of the use of photography in scientific observations. The essential proposal will be to follow Christian Suhm in his advice to make a distinction between theory-relativity and theory-ladenness. (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)

Scientific realism is the position that the aim of science is to advance on truth and increase knowledge about observable and unobservable aspects of the mind-independent world which we inhabit. This book articulates and defends that position. In presenting a clear formulation and addressing the major arguments for scientific realism Sankey appeals to philosophers beyond the community of, typically Anglo-American, analytic philosophers of science to appreciate and understand the doctrine. The book emphasizes the epistemological aspects of scientific realism and contains (...) an original solution to the problem of induction that rests on an appeal to the principle of uniformity of nature. (shrink)

Some think that issues to do with scientific method are last century's stale debate; Popper was an advocate of methodology, but Kuhn, Feyerabend, and others are alleged to have brought the debate about its status to an end. The papers in this volume show that issues in methodology are still very much alive. Some of the papers reinvestigate issues in the debate over methodology, while others set out new ways in which the debate has developed in the last decade. The (...) book will be of interest to philosophers and scientists alike in the reassessment it provides of earlier debates about method and current directions of research. (shrink)

This book argues for the need to put into practice a profound and comprehensive intellectual revolution, affecting to a greater or lesser extent all branches of scientific and technological research, scholarship and education. This intellectual revolution differs, however, from the now familiar kind of scientific revolution described by Kuhn. It does not primarily involve a radical change in what we take to be knowledge about some aspect of the world, a change of paradigm. Rather it involves a radical change in (...) the fundamental, overall intellectual aims and methods of inquiry. At present inquiry is devoted to the enhancement of knowledge. This needs to be transformed into a kind of rational inquiry having as its basic aim to enhance personal and social wisdom. This new kind of inquiry gives intellectual priority to the personal and social problems we encounter in our lives as we strive to realize what is desirable and of value – problems of knowledge and technology being intellectually subordinate and secondary. For this new kind of inquiry, it is what we do and what we are that ultimately matters: our knowledge is but an aspect of our life and being. (shrink)

This article argues that a successful answer to Hume's problem of induction can be developed from a sub-genre of philosophy of science known as formal learning theory. One of the central concepts of formal learning theory is logical reliability: roughly, a method is logically reliable when it is assured of eventually settling on the truth for every sequence of data that is possible given what we know. I show that the principle of induction (PI) is necessary and sufficient for logical (...) reliability in what I call simple enumerative induction. This answer to Hume's problem rests on interpreting PI as a normative claim justified by a non-empirical epistemic means-ends argument. In such an argument, a rule of inference is shown by mathematical or logical proof to promote a specified epistemic end. Since the proof concerning PI and logical reliability is not based on inductive reasoning, this argument avoids the circularity that Hume argued was inherent in any attempt to justify PI. (shrink)

The paper gives an overview of key themes of twentieth century philosophical treatment of the language of science, with special emphasis on the meaning variance of scientific terms and the comparison of alternative theories. These themes are dealt with via discussion of the topics of: (a) the logical positivist principle of verifiability and the problem of the meaning of theoretical terms, (b) the postpositivist thesis of semantic incommensurability, and (c) the scientific realist response to incommensurability based on the causal theory (...) of reference. (shrink)

There are two chief tasks which confront the philosophy of scientific method. The first task is to specify the methodology which serves as the objective ground for scientific theory appraisal and acceptance. The second task is to explain how application of this methodology leads to advance toward the aim(s) of science. In other words, the goal of the theory of method is to provide an integrated explanation of both rational scientific theory choice and scientific progress.

Computing is changing the traditional field of Philosophy of Science in a very profound way. First as a methodological tool, computing makes possible ``experimental Philosophy'' which is able to provide practical tests for different philosophical ideas. At the same time the ideal object of investigation of the Philosophy of Science is changing. For a long period of time the ideal science was Physics (e.g., Popper, Carnap, Kuhn, and Chalmers). Now the focus is shifting to the field of Computing/Informatics. There are (...) many good reasons for this paradigm shift, one of those being a long standing need of a new meeting between the sciences and humanities, for which the new discipline of Computing/Informatics gives innumerable possibilities. Contrary to Physics, Computing/Informatics is very much human-centered. It brings a potential for a new Renaissance, where Science and Humanities, Arts and Engineering can reach a new synthesis, so very much needed in our intellectually split culture. This paper investigates contemporary trends and the relation between the Philosophy of Science and the Philosophy of Computing and Information, which is equivalent to the present relation between Philosophy of Science and Philosophy of Physics. (shrink)

What is the definition of 'type'? Having a clear and precise answer to this question would avoid many misunderstandings and prevent meaningless discussions that arise from them. But having such clear and precise answer to this question would also hurt science, "hamper the growth of knowledge" and "deflect the course of investigation into narrow channels of things already understood". In this essay, I argue that not everything we work with needs to be precisely defined. There are many definitions used by (...) different communities, but none of them applies universally. A brief excursion into philosophy of science shows that this is not just tolerable, but necessary for progress. Philosophy also suggests how we can think about this imprecise notion of type. (shrink)

Observational and experimental discoveries of new factual entities such as objects, systems, or processes, are major contributors to some advances in the life sciences. Yet, whereas discovery of theories was extensively deliberated by philosophers of science, very little philosophical attention was paid to the discovery of factual entities. This paper examines historical and philosophical aspects of the experimental discovery by Carl Woese of archaea, prokaryotes that comprise one of the three principal domains of the phylogenetic tree. Borrowing Kuhn’s terminology, this (...) discovery of a major biological entity was made during a ‘normal science’ project of building molecular taxonomy for prokaryotes. Unexpectedly, however, an observed anomaly instigated the discovery of archaea. Substantiation of the existence of the new archaeal entity and consequent reconstruction of the phylogenetic tree prompted replacement of a long-held model of a prokarya and eukarya bipartite tree of life by a new model of a tripartite tree comprising of bacteria, archaea, and eukarya. This paper explores the history and philosophical implications of the progression of Woese’s project from normal science to anomaly-instigated model-changing discovery. It is also shown that the consequential discoveries of RNA splicing and of ribozymes were similarly prompted by unexpected irregularities during normal science activities. It is thus submitted that some discoveries of factual biological entities are triggered by unforeseen observational or experimental anomalies. (shrink)

En este trabajo, se propone una clasificación epistemológica teórica para el discurso astrológico a partir de evidencia empírica a fin de abordar el problema de cómo determinar específicamente qué es lo que lo hace ilegítimo. A partir de esta clasificación, se diseñó una intervención didáctica, enmarcada en el enfoque de Enseñanza de las Ciencias Naturales en Contexto (ECNC), con el objetivo de fomentar, en estudiantes de nivel secundario, la capacidad de distinguir enunciados cognoscitivamente ilegítimos -por infalsables o por falsos- respecto (...) de aquellos que pueden constituir genuino conocimiento científico. La secuencia didáctica se implementó con un grupo de 51 estudiantes de 14 a 17 años. Se evaluó su impacto por comparación entre un pretest y un postest. Los resultados mostraron que su capacidad de discernimiento entre enunciados falsables y no falsables se incrementó apreciablemente. (shrink)

(English:) The article introduces conspiracy beliefs and considers the most relevant literature in the field. The main purpose of the article is phenomenological: it proposes to understand conspiracy beliefs within the broader genre of what I call general conceptual beliefs (or simply, general beliefs), whose central features are big issues, logical-conceptual fallacies, pseudorationality, bad faith, and monological bias. I claim that general beliefs are functional to a motivationally biased and inherently dishonest communication (the same one that conspiracy narratives share with (...) political extremism, religious fundamenta-lism and other eccentric belief systems), which is essentially conceived for practical and self-representational purposes (not for knowledge). The article argues against the mere stigmatization of this phenomenon and rather seeks to understand it by looking at a broader and murkier region of human experience, for which we are all responsible in some way. -/- (Castellano:) El artículo introduce al análisis de las creencias conspirativas y considera la literatura más relevante sobre el tema. El objetivo del escrito es fenomenológico: entender las creencias conspirativas colocándolas en un género más amplio, las creencias conceptuales generales (o, simple-mente, creencias generales), cuyas carac-terísticas esenciales son: grandes temas, falacias lógico-conceptuales, pseudoracionalidad, mala fe y tendencia monológi-ca. Las creencias generales son funcionales a una comunicación sesgada y tendencialmente deshonesta, la misma que las his-torias conspirativas comparten con ex-tremismos políticos, fundamentalismos religiosos y otros sistemas de creencias excéntricos, cuya finalidad es eminentemente práctica y autorepresentativa (no teorética). El artículo se opone a la mera estigmatización del fenómeno y trata más bien de comprenderlo, observando una región más amplia y turbia de la experiencia humana, de la que todos somos responsables de alguna manera. (shrink)

To explain Paulin J. Hountondji’s intellectual trajectory, I offer a critical account of his conception of the relationship between science and philosophy. Mapping the shift from his well-known critical writings on ethnophilosophy to his later work on scientific dependency is possible only if we recognize that Hountondji conceives of philosophy as essentially a theory of science (Wissenschaftslehre). Adequately characterizing Hountondji’s metaphilosophical orientation, however, requires greater specificity. The two most influential philosophers on Hountondji’s conception of the relationship between science and philosophy, (...) Edmund Husserl and Louis Althusser, would both have assented to the claim that philosophy is fundamentally a Wissenschaftslehre. However, they each adhered to different (and indeed contradictory) understandings of this claim. While Hountondji explicitly recognizes the dual influence of Husserl and Althusser on his conception of philosophy as a theory of science, he does not attempt to resolve the contradictions between Husserl’s understanding of the relationship between philosophy and science and Althusser’s conception of that relationship. By examining Hountondji’s relatively neglected later writings on scientific dependency, it becomes clear that his emphasis on the significance of the history and sociology of science points toward an Althusserian conception of philosophy qua theory of science rather than a Husserlian conception of what it is for philosophy to be a Wissenschaftslehre. (shrink)

In addition to natural curiosity, science is characterized by a number of psychological processes and perceptions. Among the psychological features, scientific enquiry relates to uncovering—or discovering—aspects of a world perceived as hidden from humans. A speculative theoretical model is presented, suggesting the evolution of science reflects psychological repercussions of wearing clothes. Specifically, the natural world is perceived as hidden due to the presence of clothing. Three components of scientific enquiry may arise from clothing: detachment from sensual experience, a perception that (...) the world is veiled in mystery, and an intellectual desire to uncover the hidden structure of nature. Rather than beginning with the emergence of Homo sapiens, the proposed connection with clothing implies that psychological foundations for science began to develop during the last ice age, with the invention of complex clothes that fully covered the human body. After the end of the last ice age, elements of scientific thinking began to emerge in societies where clothing was worn routinely for psychosocial reasons, including modesty. Notably, a scientific attitude was essentially absent in hunter-gatherer communities where nakedness remained the norm. This novel perspective aims to advance the history and philosophy of science, revealing the emergence of science as a situated phenomenon contingent on humans being covered. (shrink)

I distinguish three primary notions of objectivity that may be applied to the sciences. There is an ontological sense of objectivity which relates to the way in which the natural world exists independently of human thought. There is a semantic form of objectivity which relates to the nature of truth. There is an epistemic notion of objectivity which relates to the methodological norms and procedures which are employed in the sciences, and the epistemic justification of beliefs and theories which are (...) licensed by those norms and procedures. These three forms of objectivity may be brought into conjunction. It is because we employ methods of scientific inquiry which function to exclude subjective factors and to incorporate only genuinely epistemic factors that the results and theories of the sciences should be accepted. They should be accepted because by employing such methods we have the best chance of arriving at true beliefs about the nature of reality. In short, it is the epistemic objectivity of the methods of science that leads us to the objective truth about the objective world. (shrink)

Breaking Down the Barriers to Serendipity Life is what happens to us while we are making other plans. ALLEN SAUNDERS, AMERICAN WRITER, JOURNALIST, AND CARTOONIST.

Good luck isn’t just chance—it can be learned and leveraged—and The Serendipity Mindset explains how you can use serendipity to make life better at work, at home—everywhere. Many of us believe that the great turning points and opportunities in our lives happen by chance, that they’re out of our control. Often we think that successful people—and successful companies and organizations—are simply luckier than the rest of us. Good fortune—serendipity—just seems to happen to them. Is that true? Or are some people (...) better at creating the conditions for coincidences to arise and taking advantage of them when they do? How can we connect the dots of seemingly random events to improve our lives? In The Serendipity Mindset, Christian Busch explains that serendipity isn’t about luck in the sense of simple randomness. It’s about seeing links that others don’t, combining these observations in unexpected and strategic ways, and learning how to detect the moments when apparently random or unconnected ideas merge to form new opportunities. Busch explores serendipity from a rational and scientific perspective and argues that there are identifiable approaches we can use to foster the conditions to let serendipity grow. Drawing from biology, chemistry, management, and information systems, and using examples of people from all walks of life, Busch illustrates how serendipity works and explains how we can train our own serendipity muscle and use it to turn the unexpected into opportunity. Once we understand serendipity, Busch says, we become curators of it, and luck becomes something that no longer just happens to us—it becomes a force that we can grasp, shape, and hone. Full of exciting ideas and strategies, The Serendipity Mindset offers a clear blueprint for how we can cultivate serendipity to increase innovation, influence, and opportunity in every aspect of our lives. (shrink)

Science and scientific knowledge have been questioned in many ways for a long period of time. Especially, after the scientific revolution of 16th- and 17th-century Europe, science and its knowledge have been mainly accepted one of the most valuable and trustable information. However, in 20th century, autonomy of scientific knowledge and its dominant position over other kinds of knowledge have been mainly criticised. Social and other factors that were tried to be excluded before have been incorporated into the work by (...) the influence of the Strong Programme. In this article, it will be argued that while people are presenting scientific knowledge, their interests, beliefs and the communities they are involved in are also shown to be effective in producing this information. Thus, the desired result is that it is not reasonable to talk about the absolute autonomy of scientific knowledge. (shrink)

The idea that science is objective, or able to achieve objectivity, is in large part responsible for the role that science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The second form (...) of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to epistemic relativism about science. The paper concludes with the realist suggestion that the best explanation of the success of the sciences is that the methods employed in the sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the sciences leads to the objective truth about the objective world. (shrink)

A standard view would suggest that research is a neutral apolitical activity. It neutralizes external pressures by its fidelity to robust scientific methods. However, politics is an inevitable part of human knowledge. Our knowledge of the world is always mediated by human priorities. What matters is therefore a contested and political debate rather a neutral accumulation of factual data. How researchers manage this varies. Research paradigms are one way in which research engages with knowledge. They frame knowledge within epistemological and (...) ontological philosophies. In this paper, I will explore this view in relation to neo‐positivism, qualitative research, Foucault and critical realism. I will argue that if nursing knowledge is to be effective it needs to acknowledge the political, particularly in the context of neoliberalism. Healthcare systems are having to cope with a social world increasingly dominated by market fundamentalism, extreme levels of inequality and a rise in xenophobia. These forces are undermining the provision of ethically sound health care, misdirecting research practice and contributing to a discourse of dehumanization. These forces need to be challenged politically and I will argue that epistemologically diverse approaches, alongside a realist ontology can provide a way forward for nursing research. (shrink)

This thesis is about experiential content: what it is; what kind of account can be given of it. I am concerned with identifying and attacking one main view - I call it the inferentialist proposal. This account is central to the philosophy of mind, epistemology and philosophy of science and perception. I claim, however, that it needs to be recast into something far more subtle and enriched, and I attempt to provide a better alternative in these pages. The inferentialist proposal (...) holds that experiential content is necessarily under¬pinned by sophisticated cognitive influences. My alternative, the continuum theory, holds that these influences are relevant to experience only at certain levels of organisation and that at other levels there are contents which such features do not capture at all. Central to my account is that there are degrees to which cognitive influences affect experiential content; indeed, for the most part, experience is an amalgam of both inferential and non-inferential features. I claim that the inferentialist proposal is fundamentally flawed and deserves replacement, and I argue that my alternative fills the hollow that remains. The thesis is divided into four sections. In Part I, Chapter 1, I introduce two traditionally rival views of experiential content. In Chapter 2, I develop my continuum alternative. Chapter 3 assesses the relationship between experience and language, while Chapter 4 explores the relationship between beliefs and experience. The overall argument is that it has been a mistake to understand experience simply in inferential or non-inferential terms. In Part II, I examine the structure of mental content. Chapter 5 is concerned with the kinds of experiences which escape the inferentialist analysis. Chapter 6 considers Kant’s metaphysic of experience counterpointed to Lorenz’s reading of his work in the light of evolutionary biology. Chapter 7 treats animal experience in relation to the continuum view I am developing, while Chapter 8 reviews Fodor’s contribution to perceptual psychology. It is argued that the view of experiential content being developed is both consistent with empirical data on informationally local perceptual sub-systems, but also accords well with evolutionary theory and a naturalist interpretation of Kant’s taxonomy. Part III deals with inferentialism in the philosophy of science. In Chapter 9, I assess the theory dependence of observation thesis as it is advanced by Paul Feyerabend. I bring out of his account a subtle confusion concerning the importance of inference in the context of scientific inquiry. Part IV deals with the issue of experience in the philosophy of mind. In Chapter 10, I look at Wilfred Sellars’s attack on sense data theories. Chapter 11 confronts Paul Churchland’s treatment of ‘folk psychology’ while Chapter 12 isolates the issue of experiential qualia and the position of property dualism. I offer a critical review of Thomas Nagel’s work in this chapter and claim that his position can be read in a way which is consistent with the continuum account I am developing. I conclude the thesis in the usual fashion with a summary of the central claims. (shrink)

Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world.Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education.The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive (...) ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education. The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values.The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry. The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research,and such an investigation is undertaken here.The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur.The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools. Some possible causes, and some consequences, of this is discussed. The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach. Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour. Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions.The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system. The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general. It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. 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The move from respecting science to scientism, i.e., the idealization of science and scientific method, is simple: We go from acknowledging the sciences as fruitful human activities to oversimplifying the ways they work, and accepting a fuzzy belief that Science and Scientific Method, will give us a direct pathway to the true making of the world, all included. The idealization of science is partly the reason why we feel we need to impose the so-called scientific terminologies and methodologies to all (...) aspects of our lives, education too. Under this rationale, educational policies today prioritize science, not only in curriculum design, but also as a method for educational practice. One might expect that, under the scientistic rationale, science education would thrive. Contrariwise, I will argue that scientism disallows science education to give an accurate image of the sciences. More importantly, I suggest that scientism prevents one of science education’s most crucial goals: help students think. Many of my arguments will borrow the findings and insights of science education research. In the last part of this paper, I will turn to some of the most influential science education research proposals and comment on their limits. If I am right, and science education today does not satisfy our most important reasons for teaching science, perhaps we should change not just our teaching strategies, but also our scientistic rationale. But that may be a difficult task. (shrink)

This paper presents a theoretical study of the binary oppositions underlying the mechanisms of natural computation understood as dynamical processes on natural information morphologies. Of special interest are the oppositions of discrete vs. continuous, structure vs. process, and differentiation vs. integration. The framework used is that of computing nature, where all natural processes at different levels of organisation are computations over informational structures. The interactions at different levels of granularity/organisation in nature, and the character of the phenomena that unfold through (...) those interactions, are modeled from the perspective of an observing agent. This brings us to the movement from binary oppositions to dynamic networks built upon mutually related binary oppositions, where each node has several properties. (shrink)

In this comprehensive work on theories of rationality, Leslie Allan builds on the seminal insights of Imre Lakatos. Allan begins by critically reviewing Lakatos' theory of rationality (MSRP) and his meta-theory of rationality (MHRP) and suggesting improvements to his scheme. Allan's main task is developing a theory of rationality that avoids Lakatos' Achilles' heel; the presupposition that science is a rational enterprise. To achieve this, he attempts to draw out from the general demands of an objectivist epistemology the various criteria (...) of dependence and independence applying to evidence-statements. He concludes by considering two serious objections to his framework. (shrink)

This article examines the controversial notion of the role and value of the humanities in the contemporary university. It provides a review of the history of the emergence of the humanities in the European universities, arguing that any attempt to justify the presence of the humanities in the modern university in instrumental terms is futile. Through its depiction of the evolution of the humanities as a particular compendium of disciplinary fields, the article demonstrates that the humanities have become a focal (...) point for the exploration of the problems of meaning, significance and truth, which are inherent components of language itself. Through its portrayal of the historical development of the humanities, the article emphasizes the interminable nature of these problems, stressing that the inconclusive quality of these debates is a definitive feature of Modernity itself—the humanities have become the locus for Modernity’s self-awareness. The articulation and extension of this self-awareness is an imperative that eludes the logic of instrumental reason to provide a justificatory category of its own. (shrink)

In this paper, I compare theory-laden perceptions with imputed data sets. The similarities between the two allow me to show how the phenomenon of theory-ladenness can manifest itself in statistical analyses. More importantly, elucidating the differences between them will allow me to broaden the focus of the existing literature on theory-ladenness and to introduce some much-needed nuances.

The author challenges both the eliminative idealist's contention that physical objects do not exist and the phenomenalist idealist's view that statements about physical objects are translatable into statements about private mental experiences. Firstly, he details how phenomenalist translations are parasitic on the realist assumption that physical objects exist independently of experience. Secondly, the author confronts eliminative idealism head on by exposing its heuristic sterility in contrast with realism's predictive success.

Drawing on insights from Imre Lakatos' seminal work on theories of rationality, Leslie Allan develops seven criteria for rational theory choice that avoid presuming the rationality of the scientific enterprise. He shows how his axioms of rationality follow from the general demands of an objectivist epistemology. Allan concludes by considering two weighty objections to his framework.

Imre Lakatos holds a well-deserved primary place in current philosophy of science. In this essay, Leslie Allan critically examines Lakatos' theory of knowledge in two key areas. The first area of consideration is Lakatos' notion that knowledge is gained through a process of competition between rival scientific research programmes. Allan identifies and discusses four problems with Lakatos' characterization of a research programme. Next, Allan considers Lakatos' proposed test of adequacy for theories of rationality using his methodology of historiographical research programmes. (...) Allan discovers tensions within Lakatos' criteria and suggests ways of strengthening his test. (shrink)

The practice of thought experimentation plays a central role in contemporary philosophical methodology. Many philosophers rely on thought experimentation as their primary and even sole procedure for testing theories about the natures of properties and relations. This test procedure involves entertaining hypothetical cases in imaginative thought and then undergoing intuitions about the distribution of properties and relations in them. A theory’s comporting with an intuition is treated as evidence in favour of it; but a clash is treated as evidence against (...) the theory and may even be regarded as falsifying it. -/- The epistemic power of thought experimentation is mysterious. How can experiments carried out within the mind enable us to discover truths about the natures of properties and relations like knowledge, causation, personal identity, reference, meaning, consciousness, beauty, justice, morality, and free will? This epistemological challenge is urgent, but a model of philosophical thought experimentation would seem to be a necessary propaedeutic to any serious discussion of it. An adequate model would make the relevant test procedure explicit, thereby assisting in the identification of points of potential epistemic vulnerability. -/- In this monograph I advance the propaedeutical model-building work already done by Timothy Williamson, Anna-Sara Malmgren, and Jonathan Ichikawa and Benjamin Jarvis. Following the lead of these philosophers, I focus on a single Gettier-style thought experiment and the problem of identifying the real content of the Gettier intuition. My first contribution is to establish the inadequacy of all of the existing models. Each of them, I argue, fails to solve the content problem. It emerges from my discussion, however, that Ichikawa and Jarvis’s truth in fiction approach holds out the prospect of a solution. -/- My second contribution is to develop and defend a new way of implementing the general idea behind the truth in fiction approach. The model I put forward does a better overall job of modelling Gettier-style thought experiments than any of the existing models. It has none of the defects which render those models inadequate and Iam unable to find any major defects peculiar to it. This should make us feel confident that my model is adequate. Moreover, since the Gettier-style thought experiment I focus on is paradigmatic, we should also feel confident that my model will generalise naturally to other philosophical thought experiments. (shrink)

This volume consists of the invited papers presented at the 23rd International Wittgenstein Conference held in Kirchberg, Austria in August 2000. Among the topics treated are: truth, psychologism, science, the nature of rational discourse, practical reason, contextualism, vagueness, types of rationality, the rationality of religious belief, and Wittgenstein. Questions addressed include: Is rationality tied to special sorts of contexts? ls rationality tied to language? Is scientific rationality the only kind of rationality? Is there something like a Western rationality? and: Could (...) we genetically engineer human beings to be less wicked? (shrink)

The didactics of astronomy is a relatively young field with respect to that of other sciences. Historical issues have most often been part of the teaching of astronomy, although that often does not stem from a specific didactics. The teaching of astronomy is often subsumed under that of physics. One can easily consider that, from an educational standpoint, astronomy requires the same mathematical or physical strategies. This approach may be adequate in many cases but cannot stand as a general principle (...) for the teaching of astronomy. This chapter offers in a first part a brief overview of the status of astronomy education research and of the role of the history and philosophy of science (HPS) in astronomy education. In a second part, it attempts to illustrate possible ways to structure the teaching of astronomy around its historical development so as to pursue a quality education and contextualized learning. (shrink)

In this article, I introduce the notion of horizon for scientific practice (HSP), representing limits or boundaries within which scientists ply their trade, to facilitate analysis of scientific discovery and progress. The notion includes not only constraints that delimit scientific practice, e.g. of bringing experimentation to a temporary conclusion, but also possibilities that open up scientific practice to additional scientific discovery and to further scientific progress. Importantly, it represents scientific practice as a dynamic and developmental integration of activities to investigate (...) and analyze the natural world. I use the discovery of the clotting factor, thrombin, and the experiments conducted by the Johns Hopkins physiologist, William Howell, on the enzymatic nature of thrombin to illustrate the notion of HSP. In a concluding section, I compare the notion of HSP to other notions for scientific practice proposed in the history and philosophy of science literature. (shrink)

Scientific editors’ policies, including peer review, are based mainly on tradition and belief. Do they actually achieve their desired effects, the selection of the best manuscripts and improvement of those published? Editorial decisions have important consequences—to investigators, the scientific community, and all who might benefit from correct information or be harmed by misleading research results. These decisions should be judged not just by intentions of reviewers and editors but also by the actual consequences of their actions. A small but growing (...) number of studies has put editorial policies to a strong scientific test. In a randomized, controlled trial. blinding reviewers to author and institution was usually successful and improved the quality of reviews. Two studies have shown that, contrary to conventional wisdom, reviewers early in their careers give better reviews than senior reviewers. Many studies have shown low agreement between reviewers but there is disagreement about whether this represents a failing of peer review or the expected and valuable effect of choosing reviewers with complementary expertise. In a study of whether manuscripts are improved by peer review and editing, articles published in Annals of Internal Medicine were improved in 33 of 34 dimensions of reporting quality, but published articles still had room for improvement. Because of the central place of peer review in the scientific community and the resources it requires, more studies are needed to define what it does and does not accomplish. (shrink)

Philosophers of science are divided over the interpretations of scientific normativity. Larry Laudan defends a sort of goal-directed rules for scientific methodology. In contrast, Gerard Doppelt thinks methodological rules are a mixed batch of rules in that some are goal-oriented hypothetical rules and others are goal-independent categorical rules. David Resnik thinks that the debate between them is at a standstill now. He further thinks there are certain rules, such as the rule of consistency which is goal independent. However, he proposes (...) a holistic understanding of the scientific methodology. Taking a thread from Resnik, the present paper also advocates a holistic understanding of the scientific methodology. Given that many scientific practices deal with systems, the focus will be given to the systems by assuming each as a constellation of methodological norms. By taking each system as a set of mutually supportive methodological rules whose instrumental values underwrite the coherence relation among them, the paper aims to provide what could be a viable holistic epistemological account that can explain scientific normativity at work in a scientific system. The paper will lay down specific holistic criteria for understanding the scientific methodology. They will be used to show how a holistic account could satisfactorily account for the success of the Compact Muon Solenoid (CMS) experiment in discovering the Higgs boson and how the holistic account can account for the instrumental error behind the apparent faster-than-light neutrino anomaly of the Oscillation Project with Emulsion-t Racking Apparatus (OPERA) experiments respectively. (shrink)

Philosophers of science are divided over the interpretations of scientific normativity. Larry Laudan defends a sort of goal-directed rules for scientific methodology. In contrast, Gerard Doppelt thinks methodological rules are a mixed batch of rules in that some are goal-oriented hypothetical rules and others are goal-independent categorical rules. David Resnik thinks that the debate between them is at a standstill now. He further thinks there are certain rules, such as the rule of consistency which is goal independent. However, he proposes (...) a holistic understanding of the scientific methodology. Taking a thread from Resnik, the present paper also advocates a holistic understanding of the scientific methodology. Given that many scientific practices deal with systems, the focus will be given to the systems by assuming each as a constellation of methodological norms. By taking each system as a set of mutually supportive methodological rules whose instrumental values underwrite the coherence relation among them, the paper aims to provide what could be a viable holistic epistemological account that can explain scientific normativity at work in a scientific system. The paper will lay down specific holistic criteria for understanding the scientific methodology. They will be used to show how a holistic account could satisfactorily account for the success of the Compact Muon Solenoid (CMS) experiment in discovering the Higgs boson and how the holistic account can account for the instrumental error behind the apparent faster-than-light neutrino anomaly of the Oscillation Project with Emulsion-t Racking Apparatus (OPERA) experiments respectively. (shrink)

Resumen: Este artículo trata del método y su relación con la investigación educativa. El objetivo es analizar la relevancia del método en ciencias humanas y sociales, en especial, en educación. Para ello, dividimos este artículo en tres secciones: 1. ¿Hay método? 2. ¿Hay uno o varios métodos? 3. La discusión sobre el método en la investigación educativa. A la primera pregunta, respondemos que hay método. Respondemos a la segunda señalando la necesidad de adoptar un pluralismo metodológico. La tercera sección defiende (...) que las discusiones sobre el método de investigación educativa implican dimensiones ontológicas, epistemológicas y éticas que se han tornado críticas, y se hace una revisión de cada una de ellas. En el apartado conclusivo, sugerimos algunas vías para desanudar esos asuntos críticos en la investigación educativa.: This article deals with method and its relation to educational research. The objective is to analyze the relevance of method in human and social sciences, especially in education. To this end, we divide this article into three sections: 1. Is there a method? 2. Is there one or more methods? 3. The discussion on method in educational research. To the first question, we answer that there is a method. We answer the second question by pointing out the need to adopt methodological pluralism. The third section argues that discussions on the method of educational research involve ontological, epistemological, and ethical dimensions that have become critical, and a review is made of each of them. In the concluding section, we suggest some ways to disentangle these critical issues in educational research. (shrink)

Denna artikel är den första i en serie om två artiklar som introducerar astrobiologins filosofi. Detta är ett förhållandevis nytt och i Sverige nästan okänt forskningsfält som dock befinner sig i snabb tillväxt internationellt. Ämnet presenteras här i form av exempel på några centrala frågeställningar inom området. I den här artikeln presenteras några frågeställningar hemmahörande i teoretisk filosofi.