Summary This paper attempts to distinguish the methods of the constitution of a realm of scientific objects from the methods of their mathematical representation. In its investigations into the procedures for forming quantitative concepts analytical philosophy of science has thematized the numerical representation of empirical relational systems (metricizing). It is the task of an historical epistemology to identify the methods and historical processes through which relams of phenomena have been made representable in such a way (quantification). In preparing such investigations (...) conceptual distinctions are made, in particular between quantities and scales. (shrink)

Scientific reasoning is particularly pertinent to science education since it is closely related to the content and methodologies of science and contributes to scientific literacy. Much of the research in science education investigates the appropriate framework and teaching methods and tools needed to promote students’ ability to reason and evaluate in a scientific way. This paper aims to contribute to an extended understanding of the nature and pedagogical importance of model-based reasoning and to exemplify how using computer simulations can support (...) students’ model-based reasoning. We provide first a background for both scientific reasoning and computer simulations, based on the relevant philosophical views and the related educational discussion. This background suggests that the model-based framework provides an epistemologically valid and pedagogically appropriate basis for teaching scientific reasoning and for helping students develop sounder reasoning and decision-taking abilities and explains how using computer simulations can foster these abilities. We then provide some examples illustrating the use of computer simulations to support model-based reasoning and evaluation activities in the classroom. The examples reflect the procedure and criteria for evaluating models in science and demonstrate the educational advantages of their application in classroom reasoning activities. (shrink)

Pierre Duhem's often unrecognized influence on twentieth-century philosophy of science is illustrated by an analysis of his significant if also largely unrecognized influence on Albert Einstein. Einstein's first acquaintance with Duhem's La Théorie physique, son objet et sa structure around 1909 is strongly suggested by his close personal and professional relationship with Duhem's German translator, Friedrich Adler. The central role of a Duhemian holistic, underdeterminationist variety of conventionalism in Einstein's thought is examined at length, with special emphasis on Einstein's deployment (...) of Duhemian arguments in his debates with neo-Kantian interpreters of relativity and in his critique of the empiricist doctrines of theory testing advanced by Schlick, Reichenbach, and Carnap. Most striking is Einstein's 1949 criticism of the verificationist conception of meaning from a holistic point of view, anticipating by two years the rather similar, but more famous criticism advanced independently by Quine in Two Dogmas of Empiricism. (shrink)

In response to the increasingly acknowledged power of metaphor upon everyday and scientific thinking, the present essay aims to revitalize the metaphoric process in commonsense psychology from the interaction view perspective. As prerequisites, a historical review of the "man-the-scientist" metaphor inherited in commonsense psychology, and a situation analysis of its dormant state are attempted. With metaphorical imagination, a holistic-paradigmatic view of personal theories is postulated on the basis of new knowledge in the philosophy and history of science, namely, the Duhem (...) - Quine (holism) thesis and Kuhn's paradigmatic perspective of scientific activities. To optimize the metaphoric process, deliberations are made on the similarities as well as the differences between the principal subject (i.e. everyday activities) and the subsidiary subject (i.e. scientific activities). It is shown that the "man-the-scientist" metaphoric process can be far-reaching and dialectic in nature, resulting in fresh perspectives for understanding both everyday and scientific activities. The focus of the present essay lies in elaborating a more sophisticated view on personal theories, and in calling for a non-reductionist approach to the investigation of commonsense psychology. (shrink)

The philosophical nature of ethical reasoning generates different definitions of moral subjectivity. Thus any talk of leadership ethics requires not only that we confront biases regarding human nature and the purpose of leadership and business conduct, but also differing ethical approaches which may be rooted in specific cultural and religious backgrounds. Building a conceptual framework for leadership ethics which overcomes these obstacles of bias and cultural embeddedness therefore requires another approach. It can be found in the concept of the Global (...) Ethos values. Using Kohlberg’s model of moral development, the Global Ethos values appear as a protoethical system of values with a level-six effect, a universally explicable deontological canon of ethical values below the sixth level, i.e. in the realm of hands-on management and leadership. As non-judgmental and regulative guiding principles, these values are the normative guidelines for selecting a situationally appropriate form of leadership style before and beyond any philosophical explication and rationale. (shrink)