Although “theory” has been the prevalent unit of analysis in the meta-study of science throughout most of the twentieth century, the concept remains elusive. I further explore the leitmotiv of several authors in this issue: that we should deal with theorizing (rather than theory) in biology as a cognitive activity that is to be investigated naturalistically. I first contrast how philosophers and biologists have tended to think about theory in the last century or so, and consider recent calls to upgrade (...) the role of theory in the life sciences against the background of the recent “data deluge” in molecular biology, systems biology, etc. I then review thinking about theory in biology in relation to physical theory as a positive or negative exemplar. I conclude by discussing various aspects of a positive program for “naturalizing theorizing.”. (shrink)

Knowledge-making practices in biology are being strongly affected by the availability of data on an unprecedented scale, the insistence on systemic approaches and growing reliance on bioinformatics and digital infrastructures. What role does theory play within data-intensive science, and what does that tell us about scientific theories in general? To answer these questions, I focus on Open Biomedical Ontologies, digital classification tools that have become crucial to sharing results across research contexts in the biological and biomedical sciences, and argue that (...) they constitute an example of classificatory theory. This form of theorizing emerges from classification practices in conjunction with experimental know-how and expresses the knowledge underpinning the analysis and interpretation of data disseminated online. (shrink)

This book is a sustained defense of the compatibility of the presence of idealizations in the sciences and scientific realism. So, the book is essentially a detailed response to the infamous arguments raised by Nancy Cartwright to the effect that idealization and scientific realism are incompatible.

Jonathan Kvanvig has argued that “objectual” understanding, i.e. the understanding we have of a large body of information, cannot be reduced to explanatory concepts. In this paper, I show that Kvanvig fails to establish this point, and then propose a framework for reducing objectual understanding to explanatory understanding.

Synthetic biology is an umbrella term that covers a range of aims, approaches, and techniques. They are all brought together by common practices of analogizing, synthesizing, mechanicizing, and kludging. With a focus on kludging as the connection point between biology, engineering, and evolution, I show how synthetic biology’s successes depend on custom-built kludges and a creative, “make-it-work” attitude to the construction of biological systems. Such practices do not fit neatly, however, into synthetic biology’s celebration of rational design. Nor do they (...) straightforwardly embody Richard Feynman’s “last blackboard” statement that without creating something it cannot be understood. Reflecting further on the relationship between synthetic construction and knowledge making gives philosophy of science new avenues of insight into scientific practice. (shrink)

Tomis Kapitan’s work on Peirce’s conception of abduction was instrumental for our coming to see how Peircean abduction both relates to and is importantly different from inference to the best explanation (IBE). However, he ultimately concluded that Peirce’s conception of abduction was a muddle. Despite the deeply problematic nature of Peirce’s theory of abduction in these respects, Kapitan’s work on Peircean abduction offers insight into the nature of abductive inquiry that is importantly relevant to the task of making sense of (...) explanatory inquiry in the sciences in general. The view developed here stems from his work and involves disambiguating three forms of inference involved in Peircean abduction in terms of Reichenbach’s and Laudan’s context models of inquiry. Importantly, this includes understanding that abduction involves the context of pursuit. (shrink)

COVID-19 has substantially affected our lives during 2020. Since its beginning, several epidemiological models have been developed to investigate the specific dynamics of the disease. Early COVID-19 epidemiological models were purely statistical, based on a curve-fitting approach, and did not include causal knowledge about the disease. Yet, these models had predictive capacity; thus they were used to ground important political decisions, in virtue of the understanding of the dynamics of the pandemic that they offered. This raises a philosophical question about (...) how purely statistical models can yield understanding, and if so, what the relationship between prediction and understanding in these models is. Drawing on the model that was developed by the Institute of Health Metrics and Evaluation, we argue that early epidemiological models yielded a modality of understanding that we call descriptive understanding, which contrasts with the so-called explanatory understanding which is assumed to be the main form of scientific understanding. We spell out the exact details of how descriptive understanding works, and efficiently yields understanding of the phenomena. Finally, we vindicate the necessity of studying other modalities of understanding that go beyond the conventionally assumed explanatory understanding. (shrink)

We propose a formal framework for interpretable machine learning. Combining elements from statistical learning, causal interventionism, and decision theory, we design an idealised explanation game in which players collaborate to find the best explanation for a given algorithmic prediction. Through an iterative procedure of questions and answers, the players establish a three-dimensional Pareto frontier that describes the optimal trade-offs between explanatory accuracy, simplicity, and relevance. Multiple rounds are played at different levels of abstraction, allowing the players to explore overlapping causal (...) patterns of variable granularity and scope. We characterise the conditions under which such a game is almost surely guaranteed to converge on a optimal explanation surface in polynomial time, and highlight obstacles that will tend to prevent the players from advancing beyond certain explanatory thresholds. The game serves a descriptive and a normative function, establishing a conceptual space in which to analyse and compare existing proposals, as well as design new and improved solutions. (shrink)

Are we entering a major new phase of modern science, one in which our standard, human modes of reasoning and understanding, including heuristics, have decreasing value? The new methods challenge human intelligibility. The digital revolution inspires such claims, but they are not new. During several historical periods, scientific progress has challenged traditional concepts of reasoning and rationality, intelligence and intelligibility, explanation and knowledge. The increasing intelligence of machine learning and networking is a deliberately sought, somewhat alien intelligence. As such, it (...) challenges the traditional, heuristic foresight of expert researchers. Nonetheless, science remains human-centered in important ways—and yet many of our ordinary human epistemic activities are alien to ourselves. This fact has always been the source of “the discovery problem”. It generalizes to the problem of understanding expert scientific practice. Ironically, scientific progress plunges us ever deeper into complexities beyond our grasp. But how is progress possible without traditional realism and the intelligibility realism requires? Pragmatic flexibility offers an answer. (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)

The arguments for and against a truth-relativist semantics for propositional knowledge attributions (KTR) have been debated almost exclusively in the philosophy of language. But what implications would this semantic thesis have in epistemology? This question has been largely unexplored. The aim of this paper is to establish and critique several ramifications of KTR in mainstream epistemology. The first section of the paper develops, over a series of arguments, the claim that MacFarlane's (2005, 2010) core argument for KTR ultimately motivates (for (...) better or worse) the extension of a truth-relativist semantics to a subset of understanding attributions – attributions of understanding-why. I conclude by presenting some reasons to think that even if KTR were otherwise plausible, a truth-relativist semantics for understanding-why attributions is not. These claims, taken together, constitute a kind of epistemological argument against MacFarlane-style truth-relativism for knowledge attributions. (shrink)

Recently, it has been debated as to whether understanding is a species of explanatory knowledge. Those who deny this claim frequently argue that understanding, unlike knowledge, can be lucky. In this paper I argue that current arguments do not support this alleged compatibility between understanding and epistemic luck. First, I argue that understanding requires reliable explanatory evaluation, yet the putative examples of lucky understanding underspecify the extent to which subjects possess this ability. In the course of defending this claim, I (...) also provide a new account of the kind of ‘grasping’ taken to be central to understanding. Second, I show that putative examples of lucky understanding unwittingly deploy a kind of luck that is compatible with knowledge. Finally, appealing to a number of works on explanation and its attendant epistemology, I argue that alleged instances of lucky understanding that overcome these two obstacles will invariably violate certain norms of explanatory inquiry – our paradigmatic understanding-oriented practice. By contrast, knowledge of the same information is immune to these criticisms. Consequently, if understanding is environmentally lucky, it is always inferior to the understanding that a corresponding case of knowledge would provide. (shrink)

Over the last several years a number of leading philosophers – including Catherine Elgin, Linda Zagzebski, Jonathan Kvanvig, and Duncan Pritchard – have grown increasingly dissatisfied with the contemporary focus on knowledge in epistemology and have attempted to “recover” the notion of understanding. According to some of these philosophers, in fact, understanding deserves not just to be recovered, but to supplant knowledge as the focus of epistemological inquiry. This entry considers some of the main reasons why philosophers have taken understanding (...) to be more valuable than knowledge, focusing on claims that it is more transparent, that it better reflects or mirrors the world, and that it is a greater intellectual achievement. (shrink)

It is often thought that the vindication of experimental work lies in its capacity to be revelatory of natural systems. I challenge this idea by examining laboratory experiments in ecology. A central task of community ecology involves combining mathematical models and observational data to identify trophic interactions in natural systems. But many ecologists are also lab scientists: constructing microcosm or ‘bottle’ experiments, physically realizing the idealized circumstances described in mathematical models. What vindicates such ecological experiments? I argue that ‘extrapolationism’, the (...) view that ecological lab work is valuable because it generates truths about natural systems, does not exhaust the epistemic value of such practices. Instead, bottle experiments also generate ‘understanding’ of both ecological dynamics and empirical tools. Some lab work, then, aids theoretical understanding, as well as targeting hypotheses about nature. 1Introduction2Trophic Interactions and Observational Techniques3Cryptic Dynamics in Bottle Experiments4Extrapolationism 4.1Ecological possibility and actuality4.2Ecological heterogeneity5Understanding 5.1The epistemic good of understanding5.2Bottle experiments as understanding-generators5.3How understanding travels6Conclusion. (shrink)

This dissertation starts with a concise overview of what philosophers of science have written about unification and its role in scientific explanation during the last 50 years to provide the reader with some background knowledge. In order to bring unification back into the picture, I have followed two strategies, resulting respectively in Parts I and II of this dissertation. In Part I the idea of unification is used to refine and enrich the dominant causalmechanist and causal-interventionist accounts of scientific explanation. (...) In this part of the dissertation I bracket the classical ideas about unification: deduction and derivation. I do grant, for the sake of argument, that explanations are causal and argue that unification is important from within this causalist perspective. In Part II I continue my strategy of digging into scientific practice to find cases of ontological unification. But here I distance myself from the dominant literature that all explanations must be causal. I will investigate whether explanatory unification is possible in non-causal explanations. Part III contains some further reflections and conclusions. I will formulate my primary results, and I will elaborate on their implications for thinking about unification and explanation. The different forms of ontological unification were quite diverse. This relates to the method I have used. Throughout this dissertation the types of unification that were discussed emerged from digging into scientific practice. This philosophy-of-science-practice approach steered me towards a pluralistic view on unification and on explanation. In this dissertation I do not try to develop a new model of explanation and compare it to existing models. The aim is to show that there are important types of explanatory practice which cannot be properly analyzed if we neglect unification as a desideratum for explanations. (shrink)

There has been a burst of work in the last couple of decades on mechanistic explanation, as an alternative to the traditional covering-law model of scientific explanation. That work makes some interesting claims about mechanistic explanations rendering phenomena ‘intelligible’, but does not develop this idea in great depth. There has also been a growth of interest in giving an account of scientific understanding, as a complement to an account of explanation, specifically addressing a three-place relationship between explanation, world, and the (...) scientific community. The aim of this paper is to use the contextual theory of scientific understanding to build an account of understanding phenomena using mechanistic explanations. This account will be developed and illustrated by examining the mechanisms of supernovae, which will allow synthesis of treatment of the life sciences and social sciences on the one hand, where many accounts of mechanisms were originally developed, and treatment of physics on the other hand, where the contextual theory drew its original inspiration. (shrink)

In this article I develop a model of theoretical understanding in science. This is a philosophical theory that specifies the conditions that are both necessary and sufficient for a scientist to satisfy the construction ‘S understands theory T ’. I first consider how this construction is preferable to others, then build a model of the requisite conditions on the basis of examples from elementary physics. I then show how this model of theoretical understanding can be made philosophically robust and provide (...) a more sophisticated account than we see from models of a similar kind developed by those working in the psychology of physics and artificial intelligence. 1 Introduction2 The Explicandum/Analysandum3 Analysis of ‘S understands T’ 4 The Inferential Model4.1 Which problems are we talking about?4.2 Does the solution have to be true?4.3 Does each cycle have to be correct for S to understand T?4.4 What is problem-solving reliability?4.5 Does every specific inference of a cycle have to be correct?4.6 Does each inference have to use a principle that is part of the theory?5 Theoretical Understanding and Conceptual Expertise: Empirical Considerations6 Conclusion: Inferential Model of Scientific Understanding and Our Traditional Problems. (shrink)

Recent work in epistemology and philosophy of science has argued that understanding is an important cognitive state that philosophers should seek to analyse. This paper offers a new perspective on understanding by looking to work in philosophy of mind and cognitive science. Understanding is normally taken to be inside the head. I argue that this view is mistaken. Often, understanding is a state that criss-crosses brain, body and world. To support this claim, I draw on extended cognition, a burgeoning framework (...) in cognitive science that stresses the crucial role played by tools, material representations and the wider environment in our cognitive processes. I defend an extended view of understanding against likely objections and argue that it has important consequences for questions concerning the nature of understanding and its relationship to explanation. (shrink)

Batterman raises a number of concerns for the inferential conception of the applicability of mathematics advocated by Bueno and Colyvan. Here, we distinguish the various concerns, and indicate how they can be assuaged by paying attention to the nature of the mappings involved and emphasizing the significance of interpretation in this context. We also indicate how this conception can accommodate the examples that Batterman draws upon in his critique. Our conclusion is that ‘asymptotic reasoning’ can be straightforwardly accommodated within the (...) inferential conception. 1 Introduction2 Immersion, Inference and Partial Structures3 Idealization and Surplus Structure4 Renormalization and the Stability of Mathematical Representations5 Explanation and Eliminability6 Requirements for Explanation7 Interpretation and Idealization8 Explanation, Empirical Regularities and the Inferential Conception9 Conclusion. (shrink)

Scientific understanding as a subject of inquiry has become widely discussed in philosophy of science and is often addressed through case studies from history of science. Even though these historical reconstructions engage with details of scientific practice, they usually provide only limited information about the gradual formation of understanding in ongoing processes of model and theory construction. Based on a qualitative ethnographic study of an ecological research project, this article shifts attention from understanding in the context of historical case studies (...) to evidence of current case studies. By taking de Regt’s contextual theory of scientific understanding into the field, it confirms core tenets of the contextual theory suggesting a normative character with respect to scientific activities. However, the case study also shows the limitations of de Regt’s latest version of this theory as an attempt to explain the development of understanding in current practice. This article provides a model representing the emergence of scientific understanding that exposes main features of scientific understanding such as its gradual formation, its relation to skills and imagination, and its capacity for knowledge selectivity. The ethnographic evidence presented here supports the claim that something unique can be learned by looking into ongoing research practices that can’t be gained by studying historical case studies. (shrink)

One of the central aims of the philosophical analysis of mathematical explanation is to determine how one can distinguish explanatory proofs from non-explanatory proofs. In this paper, I take a closer look at the current status of the debate, and what the challenges for the philosophical analysis of explanatory proofs are. In order to provide an answer to these challenges, I suggest we start from analysing the concept understanding. More precisely, I will defend four claims: understanding is a condition for (...) explanation, unificatory understanding is a type of explanatory understanding, unificatory understanding is valuable in mathematics, and mathematical proofs can contribute to unificatory understanding. As a result, in a context where the epistemic aim is to unify mathematical results, I argue it is fruitful to make a distinction between proofs based on their explanatory value. (shrink)

Toy models are highly idealized and extremely simple models. Although they are omnipresent across scientific disciplines, toy models are a surprisingly under-appreciated subject in the philosophy of science. The main philosophical puzzle regarding toy models concerns what the epistemic goal of toy modelling is. One promising proposal for answering this question is the claim that the epistemic goal of toy models is to provide individual scientists with understanding. The aim of this article is to precisely articulate and to defend this (...) claim. In particular, we will distinguish between autonomous and embedded toy models, and then argue that important examples of autonomous toy models are sometimes best interpreted to provide how-possibly understanding, while embedded toy models yield how-actually understanding, if certain conditions are satisfied. _1_ Introduction _2_ Embedded and Autonomous Toy Models _2.1_ Embedded toy models _2.2_ Autonomous toy models _2.3_ Qualification _3_ A Theory of Understanding for Toy Models _3.1_ Preliminaries and requirements _3.2_ The refined simple view _4_ Two Kinds of Understanding with Toy Models _4.1_ Embedded toy models and how-actually understanding _4.2_ Against a how-actually interpretation of all autonomous toy models _4.3_ The how-possibly interpretation of some autonomous toy models _5_ Conclusion. (shrink)

Toy models are highly idealized and extremely simple models. Although they are omnipresent across scientific disciplines, toy models are a surprisingly under-appreciated subject in the philosophy of science. The main philosophical puzzle regarding toy models is that it is an unsettled question what the epistemic goal of toy modeling is. One promising proposal for answering this question is the claim that the epistemic goal of toy models is to provide individual scientists with understanding. The aim of this paper is to (...) precisely articulate and to defend this claim. In particular, we will distinguish between autonomous and embedded toy models, and, then, argue that important examples of autonomous toy models are sometimes best interpreted to provide how-possibly understanding, while embedded toy models yield how-actually understanding, if certain conditions are satisfied. (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)

Claims pertaining to understanding are made in a variety of contexts and ways. As a result, few in the philosophical literature have made an attempt to precisely characterize the state that is y understanding x. This paper builds an account that does just that. The account is motivated by two main observations. First, understanding x is somehow related to being able to manipulate x. Second, understanding is a mental phenomenon, and so what manipulations are required to be an understander must (...) only be mental manipulations. Combining these two insights, the paper builds an account (URM) of understanding as a certain representational capacity—specifically, understanding x involves possessing a representation of x that could be manipulated in useful ways. By tying understanding to representation, the account correctly identifies that understanding is a fundamentally cognitive achievement. However, by also demanding that which representations count as understanding-conferring be determined by their practical effects, URM captures the insight that understanding is vitally connected to practice. URM is fully general, and can apply equally well to understanding states of affairs, understanding events, and even understanding people and works of art. The ultimate test of URM is its applicability in actual scientific and philosophical discourse. To that end the paper discusses the importance of understanding in the philosophy of science, psychology, and computer science. (shrink)

The complex societal challenges of the twenty-first Century require scientific researchers and academically educated professionals capable of conducting scientific research in complex problem contexts. Our central claim is that educational approaches inspired by a traditional empiricist epistemology insufficiently foster the required deep conceptual understanding and higher-order thinking skills necessary for epistemic tasks in scientific research. Conversely, we argue that constructivist epistemologies provide better guidance to educational approaches to promote research skills. We also argue that teachers adopting a constructivist learning theory (...) do not necessarily embrace a constructivist epistemology. On the contrary, in educational practice, novel educational approaches that adopt constructivist learning theories often maintain traditional empiricist epistemologies. Philosophers of science can help develop educational designs focused on learning to conduct scientific research, combining constructivist learning theory with constructivist epistemology. We illustrate this by an example from a bachelor’s program in Biomedical Engineering, where we introduce conceptual models and modeling as an alternative to the traditional focus on hypothesis testing in conducting scientific research. This educational approach includes the so-called B&K method for constructing scientific models to scaffold teaching and learning conceptual modeling. (shrink)

Catherine Elgin has recently argued that a nonfactive conception of understanding is required to accommodate the epistemic successes of science that make essential use of idealizations and models. In this paper, I argue that the fact that our best scientific models and theories are pervasively inaccurate representations can be made compatible with a more nuanced form of scientific realism that I call Understanding Realism. According to this view, science aims at (and often achieves) factive scientific understanding of natural phenomena. I (...) contend that this factive scientific understanding is provided by grasping a set of true modal information about the phenomenon of interest. Furthermore, contrary to Elgin’s view, I argue that the facticity of this kind of scientific understanding can be separated from the inaccuracy of the models and theories used to produce it. (shrink)

We argue that artificial networks are explainable and offer a novel theory of interpretability. Two sets of conceptual questions are prominent in theoretical engagements with artificial neural networks, especially in the context of medical artificial intelligence: Are networks explainable, and if so, what does it mean to explain the output of a network? And what does it mean for a network to be interpretable? We argue that accounts of “explanation” tailored specifically to neural networks have ineffectively reinvented the wheel. In (...) response to, we show how four familiar accounts of explanation apply to neural networks as they would to any scientific phenomenon. We diagnose the confusion about explaining neural networks within the machine learning literature as an equivocation on “explainability,” “understandability” and “interpretability.” To remedy this, we distinguish between these notions, and answer by offering a theory and typology of interpretation in machine learning. Interpretation is something one does to an explanation with the aim of producing another, more understandable, explanation. As with explanation, there are various concepts and methods involved in interpretation: Total or Partial, Global or Local, and Approximative or Isomorphic. Our account of “interpretability” is consistent with uses in the machine learning literature, in keeping with the philosophy of explanation and understanding, and pays special attention to medical artificial intelligence systems. (shrink)

This is the second of two articles in which I reflect on “generalized Darwinism” as currently discussed in evolutionary economics. In the companion article (Callebaut, Biol Theory 6. doi: 10.1007/s13752-013-0086-2, 2011, this issue) I approached evolutionary economics from the naturalistic perspectives of evolutionary epistemology and the philosophy of biology, contrasted evolutionary economists’ cautious generalizations of Darwinism with “imperialistic” proposals to unify the behavioral sciences, and discussed the continued resistance to biological ideas in the social sciences. Here I assess Generalized Darwinism (...) as propounded by Geoffrey Hodgson, Thorbjørn Knudsen, and others, concentrating on the roles of theory and model building in science (and the roles of analogy and metaphor therein), generative replication, and the relation between selection and self-organization. I then point to advances in current biology that promise to be more fruitful as sources of inspiration for evolutionary economics than the project to generalize Darwinism in its current, “hardened Modern Synthesis” form; and I draw some conclusions. (shrink)

What is understanding? My goal in this paper is to lay out a new approach to this question and clarify how that approach deals with certain issues. The claim is that understanding is a matter of compressing information about the understood so that it can be mentally useful. On this account, understanding amounts to having a representational kernel and the ability to use it to generate the information one needs regarding the target phenomenon. I argue that this ambitious new account (...) can accommodate much of the data that has motivated theories of understanding in philosophy of science, and can also be generally applicable in epistemology and daily life as well. (shrink)

Abstract This essay will argue systematically and from a historical perspective that there is something to be said for the traditional claim that the human and natural sciences are distinct epistemic practices. Yet, in light of recent developments in contemporary philosophy of science, one has to be rather careful in utilizing the distinction between understanding and explanation for this purpose. One can only recognize the epistemic distinctiveness of the human sciences by recognizing the epistemic centrality of reenactive empathy for our (...) understanding of rational agency, that is, by emphasizing the psychological component in the concept of understanding that nineteenth-century philosophers like Droysen, in contrast to twentieth-century hermeneutic philosophers, still acknowledged. In addition, the essay will show in detail that merely pointing to the fact that narratives have a cognitive function in the domain of the human sciences, as is common among philosophers of history, does not provide us with a sufficient demarcation criterion for distinguishing between the human and natural sciences. (shrink)

While the relation between visualization and scientific understanding has been a topic of long-standing discussion, recent developments in physics have pushed the boundaries of this debate to new and still unexplored realms. For it is claimed that, in certain theories of quantum gravity, spacetime ‘disappears’: and this suggests that one may have sensible physical theories in which spacetime is completely absent. This makes the philosophical question whether such theories are intelligible, even more pressing. And if such theories are intelligible, the (...) question then is how they manage to do so. In this paper, we adapt the contextual theory of scientific understanding, developed by one of us, to fit the novel challenges posed by physical theories without spacetime. We construe understanding as a matter of skill rather than just knowledge. The appeal is thus to understanding, rather than explanation, because we will be concerned with the tools that scientists have at their disposal for understanding these theories. Our central thesis is that such physical theories can provide scientific understanding, and that such understanding does not require spacetimes of any sort. Our argument consists of four consecutive steps: (a) We argue, from the general theory of scientific understanding, that although visualization is an oft-used tool for understanding, it is not a necessary condition for it; (b) we criticise certain metaphysical preconceptions which can stand in the way of recognising how intelligibility without spacetime can be had; (c) we catalogue tools for rendering theories without a spacetime intelligible; and (d) we give examples of cases in which understanding is attained without a spacetime, and explain what kind of understanding these examples provide. (shrink)

While the relation between visualization and scientific understanding has been a topic of long-standing discussion, recent developments in physics have pushed the boundaries of this debate to new and still unexplored realms. For it is claimed that, in certain theories of quantum gravity, spacetime ‘disappears’: and this suggests that one may have sensible physical theories in which spacetime is completely absent. This makes the philosophical question whether such theories are intelligible, even more pressing. And if such theories are intelligible, the (...) question then is how they manage to do so. In this paper, we adapt the contextual theory of scientific understanding, developed by one of us, to fit the novel challenges posed by physical theories without spacetime. We construe understanding as a matter of skill rather than just knowledge. The appeal is thus to understanding, rather than explanation, because we will be concerned with the tools that scientists have at their disposal for understanding these theories. Our central thesis is that such physical theories can provide scientific understanding, and that such understanding does not require spacetimes of any sort. Our argument consists of four consecutive steps: We argue, from the general theory of scientific understanding, that although visualization is an oft-used tool for understanding, it is not a necessary condition for it; we criticise certain metaphysical preconceptions which can stand in the way of recognising how intelligibility without spacetime can be had; we catalogue tools for rendering theories without a spacetime intelligible; and we give examples of cases in which understanding is attained without a spacetime, and explain what kind of understanding these examples provide. (shrink)

Angela Potochnik’s Idealization and the Aims of Science defends an ambitious and systematic account of scientific knowledge: ultimately science pursues human understanding rather than truth. Potochnik argues that idealization is rampant and unchecked in science. Further, given that idealizations involve departures from truth, this suggests science is not primarily about truth. I explore the relationship between truths about causal patterns and scientific understanding in light of this, and suggest that Potochnik underestimates the importance and power of highly particular narrative explanations.

In science and philosophy, a relatively demanding notion of understanding is of central interest: an epistemic subject understands a subject matter by means of a theory. This notion can be explicated in a way which resembles JTB analyses of knowledge. The explication requires that the theory answers to the facts, that the subject grasps the theory, that she is committed to the theory and that the theory is justified for her. In this paper, we focus on the justification condition and (...) argue that it can be analyzed with reference to the idea of a reflective equilibrium. (shrink)

In this article, I use a mental models computational account of representation to illustrate some details of my previously presented inferential model of scientific understanding. The hope is to shed some light on possible mechanisms behind the notion of scientific understanding. I argue that if mental models are a plausible approach to modelling cognition, then understanding can best be seen as the coupling of specific rules. I present our beliefs as ?ordinary? conditional rules, and the coupling process as one where (...) the consequent of one ordinary rule (OR) matches and activates the antecedent of the rule to which it is coupled in virtue of the activation of an intermediate ?inference? rule. I argue that on this approach knowledge of an explanation is the activation of ORs in a cognitive hierarchy, while understanding is achieved when those activated ORs are also coupled via correct inference rules. I do not directly address issues regarding the plausibility of mental models themselves. This article should therefore be seen as an exercise in refining the inferential model within an already presupposed computational setting, not one of arguing for the psychological adequacy of computational approaches. (shrink)

“Explanation” refers to a wide range of activities, with a family resemblance between them. Most satisfactory explanations in a discipline for a domain fail to satisfy some general desiderata, while fulfilling others. This can happen in various ways. Why? An idealizing response would be to say that in real science explanations fall short along some dimensions, so that for any explanatory failure there is a conceivable improvement that addresses its shortcomings. The improvement may be more accurate causally or possess more (...) unifying power, or deliver deeper understanding. We formulate a drastically less idealizing response. We argue that there are typically trade-offs in explanation, so that in strengthening one explanatory virtue one will usually weaken another. Scientific explanations, if this is correct, are constrained by such trade-offs. Particular trade-offs are appropriate for particular explanatory vehicles. There are the overarching equations of theoretical physics, which produce unification at the expense of causal detail; there are theoretical models of phenomena that occupy a middle ground between generality and the detailed workings of particular cases and get closer to explaining the workings of specific systems at the expense of unification. Sometimes experiments aim at general causal patterns at the expense of particular detail; and sometimes they are designed to give us information of particular detail at the expense of generality. There are further trade-offs associated with other vehicles of explanation. We provide examples from physics and biology. (shrink)

There are (at least) two ways to think of the differences in basic concepts and typologies that one can find in the different scientific practices that constitute a research tradition. One is the fundamentalist view: the fewer the better. The other is a non-fundamentalist view of science whereby the integration of different concepts into the right abstraction grounds an explanation that is not grounded as the sum of the explanations supported by the parts. Integrative concepts are often associated with idealizations (...) that can successfully set the stage for different phenomena to be compared or for explanations of different phenomena to be considered as jointly increasing our understanding of reality beyond that which each explanation provides separately. In this paper, our aim is to argue for the importance of the notions of an ?affordance? and ?scaffolding? as integrative concepts in the cognitive sciences. The integrational role of the concept of affordance is closely related with the capacity of affordances to generate the scaffoldings leading to the integration. The capacities of affordances that turn them into (stable) scaffoldings explain why such notions are often used interchangeably (as we shall see). On this basis, we aim to show that the concepts of affordance and scaffolding provide the sort of epistemic perspective that can overcome common complaints about the limits and unity of the cognitive sciences once claims about extended cognition are taken seriously. (shrink)

The most common way of studying explanations in philosophy of science and science education is through case studies. Recently these have been supplemented with studies based on empirical methods. This chapter provides an empirical method for collecting and comparing exemplar explanations across scientific disciplines with the aim of exposing possible qualitative differences between them. The method is based on the use of science textbooks as sources of explanations. I discuss a number of possible strategies for identifying explanations in these sources, (...) and specify a set of reliable linguistic indicators that can be used for this purpose. A pilot study is presented to illustrate the method and its limitations. (shrink)

We argue that the robustness analysis of idealized models can have confirmational power. This responds to concerns recently raised in the literature, according to which the robustness analysis of models whose idealizations are not discharged is unable to confirm the causal mechanisms underlying these models, and the robustness analysis of models whose idealizations are discharged is unnecessary. In response, we make clear that, where idealizations sweep out, in a specific way, the space of possibilities— which is sometimes, though not always, (...) the case—they can be holistically discharged. In turn, this can be used to show that the robustness analysis of idealized models can have confirmational force after all. (shrink)

The topic of the presence, legitimacy and epistemic worth of narrative explanations in different kinds of scientific discourse has already enjoyed several revivals within related discussions in contemporary philosophy of science. In fact, we have recently witnessed a more extensive, more unprejudiced and ambitious attention to narrative modes of making science. I think we need a systematic theoretical framework in order to categorize these different functions of narratives and understand their role in scientific explanatory and justificatory practice. My claim is (...) that some distinctions and analytic tools developed within the field of contemporary Argumentation Theory might be of help. (shrink)

The initial successes in recent years in harnessing machine learning technologies to improve medical practice and benefit patients have attracted attention in a wide range of healthcare fields. Particularly, it should be achieved by providing automated decision recommendations to the treating clinician. Some hopes placed in such ML-based systems for healthcare, however, seem to be unwarranted, at least partially because of their inherent lack of transparency, although their results seem convincing in accuracy and reliability. Skepticism arises when the physician as (...) the agent responsible for the implementation of diagnosis, therapy, and care is unable to access the generation of findings and recommendations. There is widespread agreement that, generally, a complete traceability is preferable to opaque recommendations; however, there are differences about addressing ML-based systems whose functioning seems to remain opaque to some degree—even if so-called explicable or interpretable systems gain increasing amounts of interest. This essay approaches the epistemic foundations of ML-generated information specifically and medical knowledge generally to advocate differentiations of decision-making situations in clinical contexts regarding their necessary depth of insight into the process of information generation. Empirically accurate or reliable outcomes are sufficient for some decision situations in healthcare, whereas other clinical decisions require extensive insight into ML-generated outcomes because of their inherently normative implications. (shrink)

Students in interdisciplinary science educations are faced with the challenge of combining knowledge and standards from different disciplines. To help them overcome this challenge it would be helpful to reflect more explicitly on what differences in epistemic aims there may be between the different disciplines. To aid further studies that will strengthen such discussions this paper outlines an empirical method that can be used to expose possible qualitative differences in explanations from different disciplines. The method is based on the use (...) of science textbooks as sources of explanations. I will argue that it is important to be very clear about how explanations are identified in the sources if the aim of the study is to make a strong empirical claim about the nature of explanations. Following a discussion of similar studies I will present an alternative procedure for identifying explanations in written sources that suits the purposes of this study better. A pilot study is then presented to illustrate the method and its limitations. (shrink)