Chakravartty puts forward a view of scientific knowledge that conceives of properties attributed to objects by scientific models as dispositions. Those dispositions refer to the capacity of an object to behave differently in different circumstances. This pluralism of behaviour is intended to show that perspectivalism does not exclude the possibility of non-perspectival knowledge. To support this claim, he offers an analogy between conflicting models and contrastive explanations. I examine the strength of the purported analogy between conflicting models and contrastive explanations. (...) Then, I analyse this dispositionalist account of properties in order to assess whether ontological pluralism can meet the challenge that conflicting models pose to the scientific realism. To conclude, I contend that to accomplish this goal, a more detailed account of dispositional properties should be provided, as well as a theory of explanatory relevance. (shrink)

A conceptual framework for studying the role of global health partnerships (GHPs) in determining policy practices on access to medication is presented. Although GHPs are of a practical nature, they are implicitly theory informed. The narratives used by GHP partners in relating to access to medication have theoretical origins. Building on the theoretical literature on models and the notion of embodied knowledge found in science and technology studies, GHPs are conceptualized as models that mediate between theory and practice. The proposed (...) framework can be used to investigate the role of theory in the creation of GHP models and how the models shape global and national policy practices. A social constructivist approach is suggested as a suitable method for empirical analysis. (shrink)

I argue that fictional models, construed as models that misrepresent certain ontological aspects of their target systems, can nevertheless explain why the latter exhibit certain behaviour. They can do this by accurately representing whatever it is that that behaviour counterfactually depends on. However, we should be sufficiently sensitive to different explanatory questions, i.e., ‘why does certain behaviour occur?’ versus ‘why does the counterfactual dependency invoked to answer that question actually hold?’. With this distinction in mind, I argue that whilst fictional (...) models can answer the first sort of question, they do so in an unmysterious way. Moreover, I claim that the second question poses a dilemma for the defender of the idea that fictions can explain: either these models cannot answer these sorts of explanatory questions, precisely because they are fictional; or they can, but in a way that requires reinterpreting them such that they end up accurately representing the ontological basis of the counterfactual dependency, i.e., reinterpreting them so as to rob them of their fictional status. Thus, the existence of explanatory fictions does not put pressure on the idea that accurate representation of some aspect of a target system is a necessary condition on explaining that aspect. (shrink)

Roughly speaking, intellectualists contend that practical knowledge is always a matter of having the right kind of propositional knowledge. This article argues that intellectualism faces a serious explanatory challenge when practical knowledge crucially relies on ecological information, i.e. when know-how is scaffolded. More precisely, intellectualists struggle to provide a satisfactory explanation of seeming know-how contrasts in structurally similar cases of scaffolded ability manifestation. In contrast, even if anti-intellectualism is similarly challenged, at least some varieties of anti-intellectualism seemingly hold resources to (...) account for the relevant contrasts. (shrink)

This dissertation aims to determine the optimal level of granularity for the variables used in probabilistic causal models. These causal models are useful for generating explanations in a number of scientific contexts. In Chapter 1, I argue that there is rarely a unique level of granularity at which a given phenomenon can be causally explained, thereby rejecting various causal exclusion arguments. In Chapter 2, I consider several recent proposals for measuring the explanatory power of causal explanations, and show that these (...) measures fail to track the comparative depth of explanations given at different levels of granularity. In Chapter 3, I offer a pragmatic account of how to partition the measure space of a causal variable so as to optimally explain its effect. My account uses the decision-theoretic notion of value of information, and indexes the relative depth of an explanation to a particular agent faced with a particular decision problem. Chapter 4 applies this same decisiontheoretic framework to answer the epistemic question of how to discover constitutive relationships in nature. In Chapter 5, I describe the formal details of the relationship between random variables that are meant to be coarse-grained and fine-grained representations of the same type of phenomenon. I use this formal framework to rebut a popular argument for the view that special science probabilities can be objective chances. Chapter 6 discusses challenges related to the causal interpretation of Bayes nets that use imprecise rather than precise probabilities. (shrink)

In this article I argue for an empiricist view on laws. Some laws are fundamental in the sense that they are the result of inductive generalisations of observed regularities and at the same time in their formulation contain a new theoretical predicate. The inductive generalisations simul- taneously function as implicit definitions of these new predicates. Other laws are either explicit definitions or consequences of other previously established laws. I discuss the laws of classical mechanics, relativity theory and electromagnetism in detail. (...) Laws are necessary, whereas acciden- tal generalisations are not. But necessity here is not a modal concept, but rather interpreted as short for the semantic predicate “... is necessarily true”. Thus no modal logic is needed. The neces- sity attributed to law sentences is in turn interpreted as “necessary condition for the rest of the the- ory”, which is true since fundamental laws are implicit definitions of theoretical predicates use in the theory. (shrink)

In his attempt to put forward an empiricist version of structuralism, van Fraassen develops an approach to scientific representation and models which has been the object of several critiques. Here we cover the “Loss of Reality Objection”, namely, that reality itself would play no role in science if science could only refer to mathematical models. We examine and dismiss the solution offered by van Fraassen. Finally, we offer an alternative solution path.

Exploratory factor analysis is a statistical method widely used in quantitative psychology for the construction of scales and measurement instruments. It aims to reduce the complexity of a data set and explain the common and unique variance using latent variables. In introductory textbooks, exploratory factor analysis is generally presented in contrast to confirmatory factor analysis as a theory- or a hypothesis-generating process that does not require prior background, theory or hypothesis to be performed. The aim of the present paper is (...) to analyze this claim and clarify in which sense exploratory factor analysis is theory-laden. We provide a careful examination of the concepts it involves and thereby establish a clear limitation of the epistemic scope of exploratory factor analysis. (shrink)

Inquiry teaching can be viewed as an approach for communicating the knowledge and practices of science to learners. In its various forms inquiry offers potential learning opportunities and poses constraints on what might be available to learn. Philosophical analysis offers ways of understanding inquiry, knowledge, and social practices. This chapter will examine philosophical problems that arise from teaching science as inquiry. Observation, experimentation, measurement, inference, explanation, and modeling pose challenges for novice learners who may not have the conceptual and epistemic (...) knowledge to engage effectively in such scientific practices in inquiry settings. Science learning entails apprenticeship and socialization into a legacy of conceptual knowledge and epistemic practices (Kelly. Inquiry, Activity, and Epistemic Practice. In R. Duschl & R. Grandy (Eds.) Teaching Scientific Inquiry: Recommendations for Research and Implementation (pp. 99–117; 288–291). Rotterdam: Sense Publishers, 2008). Modern science increasingly relies on abstract and computational models that are not readily constructed from the student-driven questions that often function as an early step in inquiry approaches to instruction. Thus, engaging students in the epistemic practices of science poses challenges for educators. -/- The argument developed in this chapter draws from an epistemological position that makes clear the need for building from extant disciplinary knowledge of a relevant social group in order to learn through inquiry. Establishing a social epistemology in educational settings provides opportunities for students to engage in ways of speaking, listening, and explaining that are part of constructing knowledge claims in science (Kelly and Chen. Journal of Research in Science Teaching 36, 883–915, 1999). This perspective on epistemology emphasizes the importance of dialectical processes in science learning. Thus, an inquiry-oriented pedagogy needs to attend to developing norms and practices in educational settings that provide opportunities to learn through and about inquiry. By considering the situated social group as the epistemic subject, inquiry teaching and learning can be viewed as creating opportunities for supporting the conceptual, epistemic, and social goals of science education (Duschl. Review of Research in Education, 32, 268–291, 2008; Kelly. Inquiry, Activity, and Epistemic Practice. In R. Duschl & R. Grandy (Eds.) Teaching Scientific Inquiry: Recommendations for Research and Implementation (pp. 99–117; 288–291). Rotterdam: Sense Publishers, 2008). -/- The chapter addresses the philosophical considerations of inquiry in science education by identifying the epistemological constraints to teaching science as inquiry, reviewing the potential contributions of philosophy of science to discussions regarding inquiry, considering how social epistemology aligns with developments in psychology of learning with understandings about science, and offering ways that philosophical analysis can contribute to the on-going conversations regarding science education reform. (shrink)

In the last two sections of Structure, Thomas Kuhn first develops his famous threefold conception of the incommensurability of scientific paradigms and, subsequently, a conception of scientific progress as growth of empirical strength. The latter conception seems to be at odds with the former in that semantic incommensurability appears to imply the existence of situations where scientific progress in Kuhns sense can no longer exist. In contrast to this seeming inconsistency of Kuhns conception, we will try to show in this (...) study that the semantic incommensurability of scientific terms appears to be fully compatible with scientific progress. Our argumentation is based on an improved version of the formalization of Kuhns conception as developed in the 1970s by Joseph Sneed and Wolfgang Stegmüller: In order to be comparable, incommensurable theories need the specification of relations that refer to the concrete ontologies of these theories and involve certain truth claims. The original structuralist account of reduction fails to provide such relations, because (1) it is too structural and (2) it is too wide. Moreover, the original structuralist account also fails to cover important cases of incommensurable theories in being too restrictive for them. In this paper, we develop an improved notion of “reduction” that allows us to avoid these shortcomings by means of a more flexible device for the formalization of (partially reductive) relations between theories. For that purpose, we use a framework of rigid logic, i.e., logic that is based on a fixed collection of objects. (shrink)

The requirement of mutual justification (MJ) is one or the fundamental ideas shared by some of the most influential deliberative theories of democracy. The aim of the present paper is to defend the plausibility of MJ against two possible objections. The first one states that MJ involves the commitment to a controversial conception of the notion of justification, which is incompatible with what is commonly understood by the epistemic justification of a belief. The second objection claims that satisfying MJ undermines (...) the epistemic quality of political deliberation. (shrink)

http://dx.doi.org/10.5007/1808-1711.2012v16n2p319 In Re-Thinking Science. Knowledge and the Public in an Age of Uncertainty (2001) H. Nowotny, P. Scott, e M. Gibbons vindicate a “socially robust” scientific knowledge in accordance with the social needs of our time. Such a knowledge would not be just epistemically reliable; in addition, it would also fit the situations to which will be put to use, and take into account the consequences of its utilization. In the authors’ view, this new kind of science, which they call (...) “Mode 2 knowledge” in another book, would do justice to a society that is not restrained to receive or ask for scientific information, but also requires sharing in its production. Nowotny and her colleagues mention several epistemological changes which a “robust” knowledge would involve. In this paper I analyze some of those alleged changes. (shrink)

I resolve several pressing and recalcitrant problems in contemporary philosophy of science using resources from John Dewey's philosophy of science. I begin by looking at Dewey's epistemological and logical writings in their historical context, in order to understand better how Dewey's philosophy disappeared from the limelight, and I provide a reconstruction of his views. Then, I use that reconstruction to address problems of evidence, the social dimensions of science, and pluralism. Generally, mainstream philosophers of science with an interest in Dewey (...) pay little attention to the body of scholarship on Dewey and tend to misinterpret or miss important features of his work, while Dewey scholars generally do not connect his work to the nuanced problems of the contemporary scene (with some notable exceptions). My dissertation helps to fill this important gap and correct common interpretive mistakes by reconstructing and clarifying Dewey's philosophy of science and using it to resolve several contemporary problems. Though his is the road less traveled, Dewey's views provide a good starting place for addressing current concerns. He worked towards a model of science that is both fully naturalistic and fundamentally oriented towards human practice, demands that have been strongly argued for but poorly assimilated by most mainstream philosophers of science. He treats scientific practice, and human thinking generally, as not only embodied but also socially and technologically embedded, and thus can be used to open up a dialogue with much of the social studies of science. He has an anti- foundationalist but structured epistemology, and he offers a way to navigate the narrow paths between an immodest and simplistic realism and the pessimistic extremes of anti-realism and social constructivism, a pursuit of interest to many major philosophers of science at present. Philosophy of science took a different path in the twentieth century, beginning with the "received view'' of logical positivism that left many of the nuances of the original movement by the wayside. No aspect of that starting point has avoided disrepute in recent decades. I show that Dewey avoided the wrong turns of mid- century philosophy of science which are now blocking the way forward. (shrink)

At stake in the classical realism-debate is the clash between realist and anti-realist positions. In recent years, the classical form of this debate has undergone a double transformation. On the one hand, the champions of realism began to pay more attention to the interpretative dimensions of scientific research. On the other hand, anti-realists of various sorts realized that the rejection of the hypostatization of a “reality out there” does not imply the denial of working out a philosophically adequate concept of (...) reality. Against the background of this double transformation, new arguments in the realism-debate emerged. The present Introduction is an attempt at systematizing these arguments within the spectrum of doctrines between the poles of scientific realism (exposed and defended by Howard Sankey) and hermeneutic realism (advocated by Dimitri Ginev). The authors try also to demonstrate that after the classical debates the issue of scientism has to be addressed in new ways. (shrink)

Severity of Test (SoT) is an alternative to Popper's logical falsification that solves a number of problems of the logical view. It was presented by Popper himself in 1963. SoT is a less sophisticated probabilistic model of hypothesis testing than Oaksford & Chater's (O&C's) information gain model, but it has a number of striking similarities. Moreover, it captures the intuition of everyday hypothesis testing.

I revisit my 1993 paper on Putnam and mathematical realism focusing on the indispensability argument and how it has fared over the years. This argument starts from the claim that mathematics is an indispensable part of science and draws the conclusion, from holistic considerations about confirmation, that the ontology of science includes abstract objects as well as the physical entities science deals with.

The most serious candidates for common causes that fail to screen off and thus violate the causal Markov condition refer to quantum phenomena. In her seminal debate with Hausman and Woodward, Cartwright early on focussed on unfortunate non-quantum examples. Especially, Hausman and Woodward’s redescriptions of quantum cases saving the CMC remain unchallenged. This paper takes up this lose end of the discussion and aims to resolve the debate in favour of Cartwright’s position. It systematically considers redescriptions of ICC structures, including (...) those by Hausman and Woodward, and explains why these are inappropriate, when quantum mechanics is true. It first shows that all cases of purported quantum ICCs are cases of entanglement and then, using the tools of causal modelling, it provides an analysis of the quantum mechanical formalism for the case that the collapse of entangled systems is best described as a causal model with an ICC. (shrink)

We discuss the status of gravitational radiation in Newtonian theories. In order to do so, we consider various options for interpreting the Poisson equation as encoding propagating solutions, reflect on the extent to which limit considerations from general relativity can shed light on the Poisson equation’s conceptual status, and discuss various senses in which the Poisson equation counts as a dynamical equation.

The experimental practice in contemporary molecular biology oscillates between the creativity of the researcher in tinkering with the experimental system, and the necessity of standardization of methods of inquiry. Experimental procedures, when standardized in lab protocols, might definitely be seen as actual recipes. Considering these protocols as recipes can help us understand some epistemological characteristics of current practice in molecular biology. On the one hand, protocols represent a common ground, i.e. the possibility of reproducibility, which constitutes one of the essential (...) properties for contemporary science to define an actual discovery. At the same time, however, protocols are flexible enough to be adapted by the individual researcher (within a space of maneuver given by the experimental system and by the practices that each individual discipline gives to itself) to his/her specific needs. These variations, just like the recipes, remind us that the legitimacy of an experimental practice, involves both objective and subjective constraints and it is articulated on a fuzzy background rather than a rigid and clear context. Moreover, looking at experiments according to this perspective can provide a key to understanding how different forms of science (which adopt different methodologies but which investigate the same phenomena), such as computational biology, are precisely different in the use of a different “cookbook”.Indeed, given the procedural/operational realism of biologists towards phenomena, the clash of different procedures has opened a discussion also about the nature and the meaning of the obtained results. Thus, according to the recipe-perspective that, the methodological struggle over the nature of biological phenomena (and their ways of discovery) among scientists, might be seen as a not always explicit, epistemological debate, however coming from the practice of science itself. (shrink)

Until recently philosophy of physics has been overshadowed by the idea that the important philosophical issues that can be derived from physics are related only to fundamental theories, such as quantum mechanics and relativity. Applied fields of physics were deemed as unimportant. The argument for such a position lays in thinking that these applied fields of physics depend in their theoretical representations on fundamental theories and hence are reducible to these fundamental theories. It would be hard to defend such a (...) position, keeping in mind that applied fields of physics have a life of its own totally separate from fundamental physics and have in fact a lot to say to philosophers. The field of polymers is one of the branches of applied physics that has a lot to say to philosophers. It is a field of physics where theoreticians failed to present a coherent theory that can capture the different ways polymers can be built. This paper examines the difficulties that keep theoreticians away from having such a theory, revealing what kind of philosophical lessons polymers might have. The main thesis is: even in the cases where a theory predict the possibility of developing a specific type of polymers that was not previously known, the exact model that represent the outcome polymer theoretically will not be even in principle derivable from the theory that predicted its existence in the first place. (shrink)

While many recent accounts of scientific representation have given a central role to the agency and intentions of scientists in explaining representation, they have left these agential concepts unanalyzed. An account of scientific, representational actions will be a useful piece in offering a more complete account of the practice of representation in science. Drawing on an Anscombean approach to the nature of intentional actions, the Means-End Account of Scientific, Representational Actions describes three features of scientific, representational actions: the final description (...) in the means-end ordering of descriptions is some scientific aim; that interaction with a vehicle distinct from its target stands as an earlier description which is ordered toward the final description as means to end; and the means-end structure is licensed by scientific practice. After describing each of the components of the Means-End Account in greater detail through the example of the representational use of a mathematical model, I explain how it can demarcate scientific, representational actions from other sorts of actions. I close by describing some payoffs of the account, showing how it contributes to a more thorough understanding of the practice of representation in science and how it can be of use in understanding the close connection between representation and other forms of scientific activity. (shrink)

In this paper, I will argue that metaphysicians ought to utilize quantum theories of gravity as incubators for a future metaphysics. In §1, I will argue why this ought to be done. In §2, I will present case studies from the history of science where physical theories have challenged both the dogmatic and speculative metaphysician. In §3, I will present two theories of QG and demonstrate the challenge they pose to certain aspects of our current metaphysics; in particular, how they (...) challenge our understanding of the abstract-concrete distinction. In this section I demonstrate how five different accounts of the distinction each fail to hold under the received interpretations of loop quantum gravity and string theory. The central goal of this paper is to encourage metaphysicians to look to physical theories, especially those involving cosmology such as string theory and loop quantum gravity, when doing metaphysics. (shrink)

A complete calculus of inductive inference captures the totality of facts about inductive support within some domain of propositions as relations or theorems within the calculus. It is demonstrated that there can be no complete, non-trivial calculus of inductive inference.

The vagueness or imprecision of ‘the normal’ allows it to be exploited for various purposes and political ends. It is conspicuous in both medicine and athletics; I am going to try to say something about the normal in each of these areas. In medicine the idea of the normal is often deployed in understanding what constitutes disease and hence, as some see it, in determining the role of physicians, in determining what is or ought to be covered by insurance, and (...) in underwriting certain views on social justice. In athletics the use of performance enhancing substances raises different sorts of questions about the normal, especially when it comes to deciding what constitutes an enhancement and which enhancements, if any, are acceptable. (shrink)

I develop an account of scientific representations building on Charles S. Peirce's rich, and still underexplored, notion of iconicity. Iconic representations occupy a central place in Peirce's philosophy, in his innovative approach to logic and in his practice as a scientist. Starting from a discussion of Peirce's approach to diagrams, I claim that Peirce's own representations are in line with his formulation of iconicity, and that they are more broadly connected to the pragmatist philosophy he developed in parallel with his (...) scientific work. I then defend the contemporary relevance of Peirce's approach to iconic representations, and specifically argue that Peirce offers a useful ‘third way’ between what Mauricio Suárez has recently described as the ‘analytical’ and ‘practical’ inquiries into the concept of representation. As a philosophically minded scientist and an experimentally inclined philosopher, Peirce never divorced the practice of representing from questions about what counts as a representation... (shrink)

It is often claimed—especially by scientific realists—that science provides understanding of the world only if its theories are (at least approximately) true descriptions of reality, in its observable as well as unobservable aspects. This paper critically examines this ‘realist thesis’ concerning understanding. A crucial problem for the realist thesis is that (as study of the history and practice of science reveals) understanding is frequently obtained via theories and models that appear to be highly unrealistic or even completely fictional. So we (...) face the dilemma of either giving up the realist thesis that understanding requires truth, or allowing for the possibility that in many if not all practical cases we do not have scientific understanding. I will argue that the first horn is preferable: the link between understanding and truth can be severed. This becomes a live option if we abandon the traditional view that scientific understanding is a special type of knowledge. While this view implies that understanding must be factive, I avoid this implication by identifying understanding with a skill rather than with knowledge. I will develop the idea that understanding phenomena consists in the ability to use a theory to generate predictions of the target system’s behavior. This implies that the crucial condition for understanding is not truth but intelligibility of the theory, where intelligibility is defined as the value that scientists attribute to the theoretical virtues that facilitate the construction of models of the phenomena. I will show, first, that my account accords with the way practicing scientists conceive of understanding, and second, that it allows for the use of idealized or fictional models and theories in achieving understanding. (shrink)

This article defends a pragmatic and structuralist account of scientific representation of the kind recently proposed by Bas van Fraassen against criticisms of both the structuralist and the pragmatist plank of the account. I argue that the account appears to have the unacceptable consequence that the domain of a theory is restricted to phenomena for which we actually have constructed a model—a worry arising from the account’s pragmatism, which is exacerbated by its structuralism. Yet, the account has the resources, at (...) least partially, to address the worry. What remains as implication is a strong anti-foundationalism. 1 Introduction2 ‘No Representation without Representer’3 Representational Structuralism3.1 Do structural models need to be concretely fitted out?3.2 The triviality objection4 Anti-foundationalism5 Conclusion. (shrink)

This essay addresses issues concerningexplanation by exploring how explanatorystructures function within contemporarychemistry. Three examples are discussed:explanations of the behavior of gases using theideal gas law, explanations of trends inchemical properties using the periodic table,and explanations of molecular geometry usingdiagrammatic orbital schemes. In each case,the general explanatory structure, rather thanparticular explanations, occupies center stagein the analysis. It is argued that thisquasi-empirical investigation may be morefruitful than previous analyses that attempt toisolate the essential features of individualexplanations. There are two reasons for thisconclusion, (...) each discussed in some detail. First, the traditional analyses rely on highlyprecarious reasoning. Second, empiricallygrounded investigations provide a more naturalconnection to the core aim of analyses ofexplanation, namely to provide a rationale forthe widely expressed preference for explanatorytheories in science. (shrink)

In a scientific context, ontological commitments should be considered as supervenient over accepted scientific theories. This implies that the primarily ontological notions of reduction and emergence of entities of different kinds should be reformulated in terms of relations between existing empirical theories. For this, in turn, it is most convenient to employ a model-theoretic view of scientific theories: the identity criterion of a scientific theory is essentially given by a class of models. Accordingly, reduction and emergence are to be seen (...) as particular kinds of relations between (some) models of different theories that subsume the same (or a similar) “experiential field”. The set-theoretical notion of an echelon-set proves to be crucial for this purpose: The domains in the models of the reduced theory are echelon-sets over the domains of the reducing theory. Finally, it is argued that emergence may plausibly be interpreted as akin to but weaker than reduction. (shrink)

In this paper, I argue that explanations just ARE those sorts of things that, under the right circumstances and in the right sort of way, bring about understanding. This raises the question of why such a seemingly simple account of explanation, if correct, would not have been identified and agreed upon decades ago. The answer is that only recently has it been made possible to analyze explanation in terms of understanding without the risk of collapsing both to merely phenomenological states. (...) For the most part, theories of explanation were for 50 years held hostage to the historical accident that they far outstripped in sophistication corresponding accounts of understanding. (shrink)

Traditional nomological accounts of scientific explanation have assumed that a good scientific explanation consists in the derivation of the explanandum’s description from theory (plus antecedent conditions). But in more recent philosophy of science the adequacy of this approach has been challenged, because the relation between theory and phenomena in actual scientific practice turns out to be more intricate. This critique is here examined for an explanatory paradigm that was groundbreaking for 20th century physics and chemistry (and their interrelation): Bohr’s first (...) model of the atom and its explanatory relevance for the spectrum of hydrogen. First, the model itself is analysed with respect to the principles and assumptions that enter into its premises. Thereafter, the origin of the model’s explanandum is investigated. It can be shown that the explained “phenomenon” is itself the product of a host of modelling accomplishments that stem from an experimental tradition related to 19th century chemistry, viz. spectroscopy. The relation between theory and phenomenon is thus mediated in a twofold way: by (Bohr’s) theoretical model and a phenomenological model from spectroscopy. In the final section of the paper an account is outlined that nevertheless permits us to acknowledge this important physico-chemical achievement as a case of (nomological) explanation. (shrink)

The present work is a comment of a recent paper by Fortin and coauthors in which the authors propose the introduction of Bohmian mechanics in the philosophy of chemistry and the use of standard quantum mechanics as a mere instrument of prediction. This way would allow overcoming the obstacles found in linking molecular chemistry and quantum mechanics. Starting from some remarks on the orbital concept, we highlight and discuss some general issues that need to be taken into account when two (...) scientific theories coexist within the same investigation field, i.e. SQM and BM. (shrink)

This paper develops a phenomenological defense of Ian Hacking's experimental realism about unobservable entities in physical science, employing historically undervalued resources from the phenomenological tradition in order to clarify the warrant for our ontological commitments in science. Building upon the work of Husserl, Merleau-Ponty and Heelan, the paper provides a phenomenological correction of the positivistic conception of perceptual evidence maintained by antirealists such as van Fraassen, the experimental relevance of which is illustrated through a phenomenological interpretation of the 1974 discovery (...) of the J/ ψ particle generally regarded as evidence for the charmed quark. The argument then turns to address known problems in Hacking's account, demonstrating that his own instrumentalist criterion of the real is inadequately rooted in the phenomenology of perception, and as a result, passes over the true ontological significance of experimental phenomena. The paper maintains that the proper criterion, only indirectly related to instrumentality, is the distinctive style of the real encountered in perception: empirical pregnancy. With this notion and Merleau-Ponty's associated reversibility thesis, I show that the phenomenological tradition provides insights into the warrant for our realist commitments that have yet to be adequately acknowledged by philosophers of science. (shrink)

If mental anomalism is to be interpreted as a thesisunique to psychology, the anomalousness must begrounded in some feature unique to the mental,presumably its rational nature. While the ground forsuch arguments from normativity has been notoriouslyslippery terrain, there are two recently influentialstrategies which make the argument precise. The firstis to deny the possibility of psychophysical bridgelaws because of the different constitutive essences ofmental and physical laws, and the second is to arguethat mental anomalism follows from the uncodifiabilityof rationality. In this (...) paper I argue that bothstrategies fail – the latter because it conflates primafacie and all things considered rationality and theformer because it rests on a false premise, theprinciple of the rational character of belief. Idistinguish four different formulations of thisprinciple and argue that those formulations which areplausible cannot support the argument for mentalanomalism. (shrink)