This article examines how Hans G. Gadamer’s philosophical hermeneutics can contribute to contemporary debates on the concept of ‘presentism’. In the field of the history of science, this term is usually employed in two ways. First, ‘presentism’ refers to the kind of historiography which judges the past to legitimate the present. Second, this concept designates the inevitable influence of the present in the interpretation of the past. In this paper, I argue that both dimensions of the relationship between the present (...) and the past are explored by Hans G. Gadamer in Truth and Method and other texts. In the first place, Gadamer’s critique of historicism calls into question the anti-presentist ideal of studying the past for ‘its own sake’. In the second place, Gadamer’s thesis that all understanding inevitably involves some prejudice poses the question of the inherent “present-centredness” of historical interpretations. By examining Gadamer’s hermeneutics, I seek to provide historians with new arguments and perspectives on the question of ‘presentism’.Keywords: Presentism; Whig history; Philosophical hermeneutics; Gadamer. (shrink)

Continental philosophies of science tend to exemplify holistic themes connecting order and contingency, questions and answers, writers and readers, speakers and hearers. Such philosophies of science also tend to feature a fundamental emphasis on the historical and cultural situatedness of discourse as significant; relevance of mutual attunement of speaker and hearer; necessity of pre-linguistic cognition based in human engagement with a common socio-cultural historical world; role of narrative and metaphor as explanatory; sustained emphasis on understanding questioning; truth seen as horizonal, (...) aletheic, or perspectival; and a tolerance for paradoxical and complex forms of expression. Continental philosophy of science is thus more comprehensive than philosophy of science in the analytic tradition, including (and as analytic philosophy of science does not tend to include) perspectives on the history of science as well as the social and practical dimensions of scientific discovery. Where analytic philosophy is about reducing or, indeed, eliminating the perennial problems of philosophy, Continental philosophy is all about thinking and that will mean, as both Heidegger and Nietzsche emphasize, making such problems more not less problematic. (shrink)

The increased popularity of the label "cultural" within science studies, especially in relation to "cultural studies, " invites consideration of how it is and can be used in historical work. A lot more seems now to be invested in the notion of "cultural history. " This article examines some recent historiography of science as a means of considering what counts as cultural history in that domain and attempts to coordinate it with the sociologically informed studies of the past ten orfifteen (...) years. The label "sociocultural" seems a more useful term by which to capture recent developments. (shrink)

Despite a growing body of literature that attempts to draw a line between legitimate and illegitimate forms of presentism in academic history, ‘avoid presentism’ is still often preached as the first rule of historiography. Distinct from other forms of presentism is selective presentism – the practice of taking some present-day activity, event, idea, or problem as a starting point in our selection of historical facts. Throughout the paper I examine the relation of some of the most popular selection criteria – (...) selection by actor intentionality, selection by later effect, and selection by problem – to presentist practices and draw three conclusions. First, each of these selection criteria can produce presentist or non-presentist histories depending on the past of which specific activity, idea, or problem the historian is interested in. Second, the historiographic legitimacy of these selection criteria is independent from their presentist or non-presentist applications; importantly, selective presentism is not among the ‘bad’ forms of presentism and is not to be avoided. Finally, various selection criteria are best understood as complementary; pluralist history invites a variety of selection criteria that help shed light on different aspects of the past, and thus – collectively – enrich our understanding of it. (shrink)

Continental philosophy of science has developed alongside mainstream analytic philosophy of science. But where continental approaches are inclusive, analytic philosophies of science are not–excluding not merely Nietzsche’s philosophy of science but Gödel’s philosophy of physics. As a radicalization of Kant, Nietzsche’s critical philosophy of science puts science in question and Nietzsche’s critique of the methodological foundations of classical philology bears on science, particularly evolution as well as style (in art and science). In addition to the critical (in Mach, Nietzsche, Heidegger (...) but also Husserl just to the extent that continental philosophy of science tends to depart from a reflection on the crisis of foundations), other continental philosophies of science include phenomenology (Husserl, Bachelard, Merleau‐Ponty, etc.) and hermeneutics (Heidegger, Gadamer, Heelan, etc.), especially incorporating history of science (Nietzsche, Mach, Duhem, Butterfield, Feyerabend, etc.). Examples are drawn from the philosophy of sciences (chemistry, geology, and biology) other than physics. (shrink)

Science entails history writing: scientists are continuously engaged in creating “imagined pasts” for their own specialisms, both on the small scale of the ubiquitous literature review and on a much broader scale. This aspect of science has been considered in very different ways in decades-old, yet largely neglected, contributions by Thomas S. Kuhn, Augustine Brannigan, and Simon Schaffer. Inspired by these pieces and by the missing dialogue between them, this essay argues that their concealment is itself an instance, on the (...) broadest possible scale, of the power of “imagined pasts”—in this case the imagined continuity, inscribed in the very name of our discipline, between Isaac Newton and ourselves. (shrink)

In this paper, I defend causal presentism in the historiography of science. In causal presentism, historiography of science studies events, processes and practices that were causally relevant to the development of present science. I argue that causal presentism has three main virtues: First, causal presentism avoids the conceptual problems the historiography of science has recognized in its core. Secondly, causal presentism provides a clear account of what counts as historical explanatory understanding about science. Thirdly, causal presentism enables novel ways to (...) address several conceptual and methodological problems in the historiography of science. The conclusion is that causal presentism is distinctively strong position with respect to the historiography of science. (shrink)

In 1847, the British polymath William Whewell pointed out that the sciences for which he, in 1837, had coined the term “palætiological” have much in common and that they may reflect light upon each other by being treated together. This recommendation is here put into practice in a specific way, to wit, not by comparing the palaetiological sciences that Whewell distinguished himself but by comparing the general historical development of the scientific study of the four broad palætiological domains that he (...) enumerated in 1847: the solar system, the Earth, its vegetable and animal creation, and man. For wide and various as their subjects are, it will be found that [the palætiological sciences] have all certain principles, maxims, and rules of procedure in common; and thus may reflect light upon each other by being treated together. William Whewell ( 1847, 1, p. 640). (shrink)

I call attention to Berkeley’s treatment of a Newtonian indispensability argument against his own main position. I argue that the presence of this argument marks a significant moment in the history of philosophy and science: Newton’s achievements could serve as a separate and authoritative source of justification within philosophy. This marks the presence of a new kind of naturalism. A long the way, I argue against the claim tha t there is no explicit opposition or distinction between “philosophy” and “science” (...) until the nineteenth century. Finally, I argue for the conceptual unity between Berkeley’s immaterialism and instrumentalism. I argue that Berkeley’s commitment to immaterialism requires his reinterpretation of science and, thus, the adoption of instrumentalism. (shrink)

ABSTRACT Historians of science, inasmuch as they are concerned with knowledges and practices rather than institutions, have tended of late to focus on case studies of common processes such as experiment and publication. In so doing, they tend to treat science as a single category, with various local instantiations. Or, alternatively, they relate cases to their specific local contexts. In neither approach do the cases or their contexts build easily into broader histories, reconstructing changing knowledge practices across time and space. (...) This essay argues that by systematically deconstructing the practices of science and technology and medicine (STM) into common, recurrent elements, we can gain usefully “configurational” views, not just of particular cases and contexts but of synchronic variety and diachronic changes, both short term and long. To this end, we can begin with the customary actors’ disciplines of early modern knowledge (natural philosophy, natural history, mixed mathematics, and experimental philosophy), which can be understood as elemental “ways of knowing and working,” variously combined and disputed. I argue that these same working knowledges, together with a later mode—synthetic experimentation and systematic invention—may also serve for the analysis of STM from the late eighteenth century to the present. The old divisions continued explicitly and importantly after circa 1800, but they were also “built into” an array of new sciences. This historiographic analysis can help clarify a number of common problems: about the multiplicity of the sciences, the importance of various styles in science, and the relations between science and technology and medicine. It suggests new readings of major changes in STM, including the first and second scientific revolutions and the transformations of biomedicine from the later twentieth century. It offers ways of recasting both microhistories and macrohistories, so reducing the apparent distance between them. And it may thus facilitate both more constructive uses of case studies and more innovative and acceptable longer histories. (shrink)

Since the mid-twentieth century, the ‘Scientific Revolution’ has arguably occupied centre stage in most Westerners’, and many non-Westerners’, conceptions of science history. Yet among history of science specialists that position has been profoundly contested. Most radically, historians Andrew Cunningham and Perry Williams in 1993 proposed to demolish the prevailing ‘big picture’ which posited that the Scientific Revolution marked the origin of modern science. They proposed a new big picture in which science is seen as a distinctly modern, western phenomenon rather (...) than a human universal, that it was invented in the Age of Revolutions 1760–1848, and that science be de-centred within the new big picture: treated as just one of many forms of human knowledge-seeking activity. Their paper is one of the most highly cited in the history of science field, and has the potential to transform the way that science educators, science communicators, science policy-makers and scientists view science. Yet the paper and historians’ scholarly response to it are not well-known outside the history discipline. Here I attempt to bridge that disciplinary gap with a review of scholarly papers published 1994–2014 that cited Cunningham and Williams or otherwise discussed the Scientific Revolution, to gauge the extent of support for the old and new big pictures. I find that the old big picture is disintegrating and lacks active defenders, while many scholars support aspects of the new big picture. I discuss the significance of this for scholars in ‘applied’ fields of science studies such as education, communication and policy. (shrink)

SUMMARYThis examination of an important paper by Sydney Ross is the first in a projected series of occasional reflections on ‘Annals of Science Classic Papers’ that have had enduring utility within the field of history of science and beyond. First the messages of the paper are examined, some well known but others, particularly Ross's own contemporary concerns about the use of the word ‘scientist’, less so. The varied uses made of the paper by scholars are then traced before Ross's biography (...) is examined in order to try to understand how a figure professionally marginal to the field of history of science came to write such a significant piece. Ross’s interest in the topic appears to have been informed by a romantically tinged scientific progressivism and a deep concern with the importance of linguistic precision in science and in public affairs. The inspirations of the author and the interests of his audience have been only partially aligned, but the paper's insights remain of broad historical interest and have wider ramifications since the denotation ‘scientist’ and its proper application are much debated today in contests over the authority of science. (shrink)

The late nineteenth century was not only a time in which religious faith was questioned in light of increasing claims of natural science. It is more accurate to see the familiar Victorian crisis of faith as but one aspect of a larger historical phenomenon, one in which the methods of both religion and science came under scrutiny. Among several examinations of the status of scientific knowledge in the waning decades of the century, the treatment of the subject by the German (...) theologian Wilhelm Herrmann and philosopher Hans Vaihinger rejected its objective nature and denied that either scientists or theologians had access to the truth of nature. Although this stance regarding the nature of science, religion, and their relationship was limited to intellectuals in German society at the time, it foreshadowed developments in our own day in which the traditional search for truth has been problematized. (shrink)

While a clear distinction was drawn between “classical learning” and “modern science” at Oxford and Cambridge Universities in the early nineteenth century, we see no such contrast being made in other spaces of knowledge making, such as the Manchester Literary and Philosophical Society. Drawing on Bacon's insistence that his inductive method should apply across all fields of knowledge, early members of the Society interpreted “science” as referring to any systematic inquiry utilising an empirical approach. An investigation of the ways in (...) which classical authors were used within the researches of early members of the Society raises important questions about how we should think about empirical method and scientific research in early nineteenth–century England. Frequently understood as primarily engaged in researching natural knowledge, the members of the Manchester Society concerned themselves with a wide range of subjects across all branches of knowledge. Crucially, classical authors were drawn upon as sources of empirical evidence across all types of inquiry, from investigations into the colours of opaque bodies to the origins of party feeling. It is possible to identify a common approach – “history as empirical method”, which, this article suggests, was developed from Bacon's call for a “just story of learning”. (shrink)

Like it or not, a big picture of the history of science is something which we cannot avoid. Big pictures are, of course, thoroughly out of fashion at the moment; those committed to specialist research find them simplistic and insufficiently complex and nuanced, while postmodernists regard them as simply impossible. But however specialist we may be in our research, however scornful of the immaturity of grand narratives, it is not so easy to escape from dependence – acknowledged or not – (...) on a big picture. When we define our research as part of the history of science, we implicitly invoke a big picture of that history to give identity and meaning to our specialism. When we teach the history of science, even if we do not present a big picture explicitly, our students already have a big picture of that history which they bring to our classes and into which they fit whatever we say, no matter how many complications and refinements and contradictions we put before them – unless we offer them an alternative big picture. (shrink)