Darwinism consists of two parts: a phylogenesis of biological species (ours included) and the claim that the primary mechanism of the evolution of phenotypes is natural selection. I assume that Darwin’s account of phylogeny is essentially correct; attention is directed to the theory of natural selection. I claim that Darwin’s account of evolution by natural selection cannot be sustained. The basic problem is that, according to the consensus view, evolution consists in changes of the distribution of phenotypic traits in populations (...) of organisms. An evolutionary theory must therefore explicate not just the notion of organisms being selected, but also the notion of organisms being selected for their phenotypic traits. I argue that that there is no way for a theory of natural selection to do so, and that Darwin’s assumption to the contrary was likely the consequence of placing too much weight on the analogy between natural selection and artificial selection. The paper ends with the suggestion that selectionist explanations, insofar as they are convincing, are best construed as post hoc historical narratives: natural history rather than biology. (shrink)

It is widely agreed that an artwork having certain non-aesthetic properties explains its having a certain aesthetic property. One interesting feature of such an explanation is its selectivity—it cites only some of the non-aesthetic properties on which the presence of the aesthetic property depends. Hence a question arises as to what distinguishes the selected non-aesthetic properties from the unselected ones. I answer this question by proposing a selection principle modeled on Laura Franklin-Hall’s selection principle for causal explanation, according to which (...) an explanation selects a package of factors that maximizes the ratio of delivery to cost. (shrink)

Bernard Williams argues that philosophy is in some deep way akin to history. This article is a novel exploration and defense of the Williams thesis —though in a way anathema to Williams himself. The key idea is to apply a central moral from what is sometimes called the analytic philosophy of history of the 1960s to the philosophy of philosophy of today, namely, the separation of explanation and laws. I suggest that an account of causal explanation offered by David Lewis (...) may be modified to bring out the way in which this moral applies to philosophy, and so to defend the Williams thesis. I discuss in detail the consequences of the thesis for the issue of philosophical progress and note also several further implications: for the larger context of contemporary metaphilosophy, for the relation of philosophy to other subjects, and for explaining, or explaining away, the belief that success in philosophy requires a field-specific ability or brilliance. (shrink)

In the introductory “Intellectual Autobiography” of the Georg Henrik von Wright volume of the Library of Living Philosophers series, von Wright mentions the discrepancy he always felt between his narrow logical-analytical professional work and a drive to make philosophy relevant to his life, calling it a rift in his philosophical personality. This article examines the nature of the rift and the various stages the problem went through during von Wright’s career. It is argued that the initial impression that his books (...) The Varieties of Goodness and Explanation and Understanding had contributed to healing the rift, was subdued by a gradual shift in existential focus from individualistic ethics towards a critical concern for destructive ways of thinking inherent in the Western culture, connected with von Wright’s “political awakening” at the end of the 1960s. The most urgent questions of our times called for novel, non-analytical, ways of doing philosophy, employed in von Wright’s later works on science and reason, and the myth of progress. Eventually von Wright’s earlier methodological concerns were also alleviated by his belief that logical-analytical philosophy was inherently unsuitable for exposing the cultural structures it was very much a part of. (shrink)

It is the ambition of natural science to provide complete explanations of reality. Collingwood argues that science can only explain events, not actions. The latter is the distinctive subject matter of history and can be described as actions only if they are explained historically. This paper explains Collingwood’s claim that the distinctive subject matter of history is actions and why the attempt to capture this subject matter through the method of science inevitably ends in failure because science explains events, not (...) actions. It argues that Collingwood’s defence of the methodological autonomy of history vis-à-vis natural science is not based on a commitment to human exceptionalism, i.e. the exclusion of human beings and their doings from the rest of nature, but on the view that explanations which appeal to norms are different in kind from explanations which appeal to empirical regularities. Given the close relationship between the method and the subject matter of a form of inquiry, actions elude any attempt to explain them through the scientific method because the application of this method entails that what is thus explained is not an action but an event. (shrink)

A scholar of Hellenistic and Prussian history, Droysen developed a historical theory that at the time was unprecedented in range and depth, and which remains to the present day a valuable key for understanding history as both an idea and a professional practice. Arthur Alfaix Assis interprets Droysen’s theoretical project as an attempt to redefine the function of historiography within the context of a rising criticism of exemplar theories of history, and focuses on Droysen’s claim that the goal underlying historical (...) writing and reading should be the development of the subjective capacity to think historically. In addition, Assis examines the connections and disconnections between Droysen’s theory of historical thinking, his practice of historical thought, and his political activism. Ultimately, Assis not only shows how Droysen helped reinvent the relationship between historical knowledge and human agency, but also traces some of the contradictions and limitations inherent to that project. (shrink)

I try to return the focus of the philosophy of history to the nature of understanding, with a particular emphasis on Louis Mink’s project of exploring how historical understanding compares to the understanding we find in the natural sciences. On the whole, I come to a conclusion that Mink almost certainly would not have liked: that the understanding offered by history has a very similar epistemic profile to the understanding offered by the sciences, a similarity that stems from the fact (...) that both are concerned with grasping how the objects of their study are structured, or how the various elements of the things they study depend upon and relate to one another. At the same time, however, I claim that historical inquiry naturally puts us in a position to acquire further epistemic goods, including the old-fashioned epistemic good of wisdom, which is plausibly constituted by knowledge of how to live well. This is something the natural sciences cannot offer, and it is part of the reason why history is such an important form of inquiry. (shrink)

Popper has provided a model for the scientific explanation of human actions and a metaphysical theory of man which can guide scientific research. In this paper I discuss the problems of the empirical content and nomicity of the Rationality Principle and extend the method of situational analysis to the problem of explaining beliefs. The domain of applicability of the Rationality Principle is bounded on one side by cases in which behavior is determined by processes which can not be influenced by (...) criticism and on the other side by the phenomenon of substantive creativity. However, a large part of human activity lies within its scope. (shrink)

This paper offers a dialogue theory of explanation. A successful explanation is defined as a transfer of understanding in a dialogue system in which a questioner and a respondent take part. The questioner asks a special sort of why-question that asks for understanding of something and the respondent provides a reply that transfers understanding to the questioner. The theory is drawn from recent work on explanation in artificial intelligence (AI), especially in expert systems, but applies to scientific, legal and everyday (...) conversational explanations. (shrink)

The central aim of this paper is to shed light on the nature of explanation in computational neuroscience. I argue that computational models in this domain possess explanatory force to the extent that they describe the mechanisms responsible for producing a given phenomenon—paralleling how other mechanistic models explain. Conceiving computational explanation as a species of mechanistic explanation affords an important distinction between computational models that play genuine explanatory roles and those that merely provide accurate descriptions or predictions of phenomena. It (...) also serves to clarify the pattern of model refinement and elaboration undertaken by computational neuroscientists. (shrink)

This study examines German educational philosopher Otto Friedrich Bollnow’s (1903–1991) existential-hermeneutic theory of discontinuous forms of education, unstetige formen der Erziehung. At the core of this theory is a view of human being subjected to education that appears disruptive and critical, influencing the development of disclosing the true powers of a person and unfolding of truths about oneself that could not be uncovered otherwise. Typically, this theory has been interpreted on the continuum of hermeneutic philosophy, as hermeneutic pedagogy with an (...) extension of Martin Heidegger’s fundamental ontology, antisubjectivism and especially his theory of truth as unconcealment. According to this line of interpretation, Bollnow’s project brings an existential addition to classical pedagogical theories, as a level of appealing pedagogy. According to this existentialist view, education in a strict sense cannot really take place: it could not affect the true core of a person, nor this person could be subjected under any pedagogical influence in any meaningful way. The only task left for education is to appeal to the conscience of an already autonomous person. However, in this study it is claimed that this line of interpretation falls short to the fact that Bollnow’s philosophy of education builds heavily on his overall philosophical-anthropological project, which springs from Kant’s first critique and especially, as shown in this work, from Edmund Husserl’s transcendental phenomenology. The study shows, that Bollnow’s discontinuous forms of education are not resulted from hermeneutic educational reality, with an extension of existential potentiality to authenticity of a person. In fact, one could not derive such a view from mere hermeneutics. Instead, what Bollnow’s structural view of educational reality indicates, is that it should be understood as a phenomenological description of a priori categorical structures. It is claimed in the work, that the discontinuous forms are the products of phenomenological reduction. They are derived from the direct experience within consciousness, from the essence of what is experienced, from the very nature of what is it like to be in a process of becoming human. From this perspective, from the subject-point, education cannot be described as a paradox of freedom and restriction between educator and educatee, nor transmission of culture between generations, but instead could be described as the subjective experience of being educated or educating oneself, disclosing oneself to oneself, which is constituted only by the necessary conditions of these subjective experiences of discontinuity. (shrink)

In the methodology of scientific research programs (MSRP) there are important features on the problem of prediction, especially regarding novel facts. In his approach, Imre Lakatos proposed three different levels on prediction: aim, process, and assessment. Chapter 5 pays attention to the characterization of prediction in the methodology of research programs. Thus, it takes into account several features: (1) its pragmatic characterization, (2) the logical perspective as a proposition, (3) the epistemological component, (4) its role in the appraisal of research (...) programs, and (5) its place as a value for scientific research. -/- The notion of “novel facts” is highly relevant in his conception, where several aspects are involved: the directions of novel facts, the different kinds of novelty, and the transition from six possible options of “novel facts” to four choices. Thereafter, the prediction of novel facts as the criterion of appraisal is considered. On the one hand, this requires analyzing the theoretical, empirical, and heuristic possibilities of appraisal; and, on the other, whether there is an overemphasis on the role of prediction in methodology of scientific research programs. As a consequence, there is an analysis of Lakatos’ criterion of appraisal in MSRP and economics. (shrink)

How distinct is European philosophy of science? The first step is to characterize what is or might be considered as ‘European philosophy of science’. The second is to analyse philosophy of the social sciences as a relevant case in the European contribution to philosophy of science. ‘European perspective’ requires some clarification, which can be done from two main angles: the historical approach and the thematic view. Thus, there are several structural and dynamic things to be considered in European philosophy of (...) science and compare with other conceptions: the topics discussed; the contents proposed; and the style of thought used. The case of philosophy of the social sciences is relevant for the historical approach and for the thematic view. Historically, the Erklären–Verstehen methodological controversy arose in this continent, where the main authors and most of the influential approaches are located. Thematically, we can consider the contributions made by these European approaches... (shrink)

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991.

The aim of this research is to reconstruct a metaphysical interpretation of the philosophy of history with regard to the spirit of historical thinking. The spirit of historical thinking is to emphasize the relation between what happened in the past and historical thinking about the past in the present. However, current philosophies of history, which are largely epistemologically oriented, have not adequately explored this relation. In order to investigate the relation between past and present, I refer to an Aristotelian philosophy (...) of practice and politics, and adapt it to the domain of the philosophy of history, and argue the case for a metaphysical science of history. A metaphysical science of history contains two primary parts. They are the part on physis and the part on technê/phronēsis. With regard to physis that metaphysically investigates the natural generating progress of entities, I argue that the existence of historical events can be understood as a natural developing progress in which the events are ordered in a chronological sequence. Such chronological sequence is essentially the physis of history in the metaphysical sense. For the part on technê/phronēsis, I demonstrate that Aristotelian knowing is for itself an action of knowing, which is located beyond a given temporal position in the past to both the past and the thinking present, and indicates the fundamental Beingness of history. Finally I conclude that the historical eudaimonia, namely the pursuing of the completeness of historical knowledge, is the final presentation of actualizing Geschehenszeit, as it bridges the past and the present in accordance to the spirit of historical thinking. (shrink)

This paper builds a dialectical system of explanation with speech act rules that define the kinds of moves allowed, like requesting and offering an explanation. Pre and post-condition rules for the speech acts determine when a particular speech act can be put forward as a move in the dialogue, and what type of move or moves must follow it. A successful explanation has been achieved when there has been a transfer of understanding from the party giving the explanation to the (...) party asking for it. The dialogue has an opening stage, an explanation stage and a closing stage. Whether a transfer of understanding has taken place is tested by a dialectical shift to an examination dialogue. (shrink)

This paper uses Collingwood''s methodology to attempt to understand those formative influences influencing Drucker within the Weimar Republic. It is intent on using this methodology to advance an historical thesis about both the origins and sources of Drucker''s thought. By illuminating these formative influences on Drucker, the paper hopes to portray the implications of such influences for his theory of business management.