Without doubt, there is a widespread usage of visualisations in science. However, what exactly the _epistemic status_ of these visual representations in science may be remains an open question. In the following, I will argue that at least some scientific visualisations are indispensible for our cognitive processes. My thesis will be that, with regard to the activity of _learning_, visual representations are of relevance in the sense of contributing to the aim of _scientific_ _understanding_. Taking into account that understanding can (...) be regarded as an epistemic desideratum in its own right, I will argue that, at least in some instances, no understanding can be achieved without the aid of visualisations. Consequently, they are of crucial importance in this process. Moreover, to support this thesis we will make use of some findings in educational psychology. (shrink)

In this paper, I propose that the debate in epistemology concerning the nature and value of understanding can shed light on the role of scientific idealizations in producing scientific understanding. In philosophy of science, the received view seems to be that understanding is a species of knowledge. On this view, understanding is factive just as knowledge is, i.e., if S knows that p, then p is true. Epistemologists, however, distinguish between different kinds of understanding. Among epistemologists, there are those who (...) think that a certain kind of understanding—objectual understanding—is not factive, and those who think that objectual understanding is quasi-factive. Those who think that understanding is not factive argue that scientific idealizations constitute cognitive success, which we then consider as instances of understanding, and yet they are not true. This paper is an attempt to draw lessons from this debate as they pertain to the role of idealizations in producing scientific understanding. I argue that scientific understanding is quasi-factive. (shrink)

I present a recent historical case from cosmology—the story of inflationary cosmology—and on its basis argue that solving explanatory problems is a reliable method for making progress in science. In particular, I claim that the success of inflationary theory at solving its predecessor’s explanatory problems justified the theory epistemically, even in advance of the development of novel predictions from the theory and the later confirmation of those predictions.

Explaining phenomena is a primary goal of science. Consequently, it is unsurprising that gaining a proper understanding of the nature of explanation is an important goal of science education. In order to properly understand explanation, however, it is not enough to simply consider theories of the nature of explanation. Properly understanding explanation requires grasping the relation between explanation and understanding, as well as how explanations can lead to scientific knowledge. This article examines the nature of explanation, its relation to understanding, (...) and how explanations are used to generate scientific knowledge via inferences to the best explanation. Studying these features and applications of explanation not only provides insight into a concept that is important for science education in its own right, but also sheds light on an aspect of recent debates concerning the so-called consensus view of nature of science (NOS). Once the relation between explanation, understanding, and knowledge is clear, it becomes apparent that science is unified in important ways. Seeing this unification provides some support for thinking that there are general features of NOS of the sort proposed by the consensus view and that teaching about these general features of NOS should be a goal of science education. (shrink)

Testimony spreads information. It is also commonly agreed that it can transfer knowledge. Whether it can work as an epistemic source of understanding is a matter of dispute. However, testimony certainly plays a pivotal role in the proliferation of understanding in the epistemic community. But how exactly do we learn, and how do we make advancements in understanding on the basis of one another’s words? And what can we do to maximize the probability that the process of acquiring understanding from (...) one another succeeds? These are very important questions in our current epistemological landscape, especially in light of the attention that has been paid to understanding as an epistemic achievement of purely epistemic value. Somewhat surprisingly, the recent literature in social epistemology does not offer much on the topic. The overarching aim of this paper is to provide a tentative model of understanding that goes in-depth enough to safely address the question of how understanding and testimony are related to one another. The hope is to contribute, in some measure, to the effort to understand understanding, and to explain two facts about our epistemic practices: the fact that knowledge and understanding relate differently to testimony, and the fact that some pieces of testimonial information are better than others for the sake of providing one with understanding and of yielding advancements in one’s epistemic standing. (shrink)

This topical collection of Synthese is in honor of Catherine Z. Elgin. The idea for it arose in the context of an international book symposium dedicated to Elgin's latest book, organized by Katherine Dormandy, Christoph Jäger, and myself, which took place at the University of Innsbruck in March 2018. The topical collection comprises fourteen papers addressing a broad array of issues related to True Enough and to Elgin’s work more generally, plus a contribution by Elgin with detailed comments and replies. (...) True Enough is an extraordinarily rich, wide-ranging book; it reflects both the breadth and sharpness of Elgin’s philosophical gaze and exemplifies the impressive variety of her philosophical interests. In this introduction, I give an overview of the topical collection’s content, zooming in on the aspects of Elgin’s work which captured the contributors’ attention. My discussion will not remotely do justice to the complexity of Elgin’s system, but I hope that it will help the reader navigate the topical collection and appreciate how the fourteen papers relate to Elgin’s overall project. (shrink)

Can we gain understanding from testifiers who themselves fail to understand? At first glance, this looks counterintuitive. How could a hearer who has no understanding or very poor understanding of a certain subject matter non-accidentally extract items of information relevant to understanding from a speaker’s testimony if the speaker does not understand what she is talking about? This paper shows that, when there are theories or representational devices working as mediators, speakers can intentionally generate understanding in their hearers by engaging (...) in relevant speech acts without understanding the topic of these speech acts themselves. More specifically, I argue that testifiers can intentionally elicit understanding of empirical phenomena in their hearers even if they themselves lack such understanding – granted that they properly understood the epistemic mediators involved. (shrink)

Call a belief ”non-negotiable’ if one cannot abandon the belief without the abandonment of one’s religious perspective. Although non-negotiable beliefs can logically exclude other perspectives, a non-reductive approach to religious pluralism can help to create a space within which the non- negotiable beliefs of others that contradict one’s own non-negotiable beliefs can be appreciated and understood as playing a justificatory role for the other. The appreciation of these beliefs through cognitive resonance plays a crucial role to enable the understanding of (...) those who hold other perspectives. epistemological and spiritual consequences of this claim are explored. (shrink)

Elgin has argued that scientific models that are, strictly speaking, inaccurate representations of the world, are epistemically valuable because the “falsehoods” they contain are “felicitous”. Many, including Elgin herself, have interpreted this claim as offering an alternative to scientific realism and “veritism”. In this paper, I will argue that there is a more felicitous interpretation of Elgin’s work: “felicitous falsehoods” do play a role in the epistemic value of inaccurate models, but that role is of instrumental value. Elgin’s view is (...) not best understood as claiming that falsehoods provide scientific understanding in and of themselves, only that they facilitate epistemic access to the fundamental, even if partial, truths that are contained within models. While falsehoods may be felicitous in that they facilitate exemplification, the epistemic value of inaccurate models ultimately relies on their partial accuracy. (shrink)

Duncan Pritchard argues that a feature that sets understanding-why apart from knowledge-why is that whereas (I) understanding-why is a kind of cognitive achievement in a strong sense, (II) knowledge-why is not such a kind. I argue that (I) is false and that (II) is true. (I) is false because understanding-why featuring rudimentary explanations and understanding-why concerning very simple causal connections are not cognitive achievements in a strong sense. Knowledge-why is not a kind of cognitive achievement in a strong sense for (...) the same reason knowledge-that is not. The latter thesis requires showing that having (p because q) information is not equivalent to having information about facts or principles that establish the explanatory connections between the phenomena in question. I make a positive case for this claim and defend it against objections. Based on this argument, I identify an alternative feature that sets understanding-why apart from knowledge-why: The minimal condition for understanding-why and knowledge-why with respect to their contents is not identical. Knowing why p merely requires information that some explanatorily relevant dependency obtains. Understanding why p additionally requires information about facts or principles that establish the explanatory connections between the phenomena in question. (shrink)

Science is replete with falsehoods that epistemically facilitate understanding by virtue of being the very falsehoods they are. In view of this puzzling fact, some have relaxed the truth requirement on understanding. I offer a factive view of understanding that fully accommodates the puzzling fact in four steps: (i) I argue that the question how these falsehoods are related to the phenomenon to be understood and the question how they figure into the content of understanding it are independent. (ii) I (...) argue that the falsehoods do not figure into the understanding’s content by being elements of its periphery or core. (iii) Drawing lessons from case studies, I argue that the falsehoods merely enable understanding. When working with such falsehoods, only the truths we extract from them are elements of the content of our understanding. (iv) I argue that the extraction view is compatible with the thesis that falsehoods can have an epistemic value by virtue of being the very falsehoods they are. (shrink)

Scientists appeal to models when explaining phenomena. Such explanations are often dubbed model explanations or model-based explanations. But what are the precise conditions for ME? Are ME special explanations? In our paper, we first rebut two definitions of ME and specify a more promising one. Based on this analysis, we single out a related conception that is concerned with explanations that are induced from working with a model. We call them ‘model-induced explanations’. Second, we study three paradigmatic cases of alleged (...) ME. We argue that all of them are MIE, upon closer examination. Third, we argue that this undermines the building consensus that model explanations are special explanations that, e.g., challenge the factivity of explanation. Instead, it suggests that what is special about models in science is the epistemology behind how models induce explanations. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume "Erkenntnistheorie — Wie und wozu?" (Engl.: "Epistemology — How and to what end?") aspires to raise and tackle issues addressing the meta-epistemological questions "How is epistemology practiced and to what end?". Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions (...) "How and to what end should epistemology be pursued?". This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

To what end should or do we pursue philosophy and how? Meta-philosophical questions along these lines have gained more and more interest recently. The collected volume ‘‘Erkenntnistheorie—Wie und wozu?’’ (Engl.: ‘‘Epistemology—How and to what end?’’) aspires to raise and tackle issues addressing the meta-epistemological questions ‘‘How is epistemology practiced and to what end?’’ (9). Although this aim sounds like a descriptive meta-epistemological endeavor, it is not surprising that many authors rather argue for normative claims surrounding the questions ‘‘How and to (...) what end should epistemology be pursued?’’. This review provides an overview on the collected volume and offers a critical evaluation of its overall achievement. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

In this paper, I take a critical look at the Davidsonian argument that metaphorical sentences do not express propositions because of the phenomenological experience—seeing one thing as another thing—involved in understanding them as metaphors. According to Davidson, seeing-as is not seeing-that. This verdict is aimed at dislodging metaphor from the position of being assessed with the semantic notions of propositions, meaning, and truth. I will argue that the phenomenological or perceptual experience associated with metaphors does not determine the propositional contentfulness (...) or truth-evaluability of metaphors. Truth-evaluability is not inconsistent but compatible with a perceptual model for metaphors. I argue for this partly by showing that seeing-as does not constitute understanding of metaphors when understanding is appropriately construed in terms of being able to use an expression. (shrink)

Peter Lipton has argued that understanding can exist in the absence of explanation. We argue that this does not denigrate explanation's importance to understanding. Specifically, we show that all of Lipton's examples are consistent with the idea that explanation is the ideal of understanding, i.e. other modes of understanding ought to be assessed by how well they replicate the understanding provided by a good and correct explanation. We defend this idea by showing that for all of Lipton's examples of non-explanatory (...) understanding of why p , there exists a correct and reasonably good explanation that would provide greater understanding of p. (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)

Epistemologists have recently debated whether understanding is a species of knowledge. However, because they have offered little in the way of a detailed analysis of understanding, they lack the resources to resolve this issue. In this paper, I propose that S understands why p if and only if S has the non-Gettierised true belief that p, and for some proposition q, S has the non-Gettierised true belief that q is the best available explanation of p, S can correctly explain p (...) with q, and S can identify the features that make q the best explanation of p. On this analysis, understanding is reducible to knowing that p and that q is the best available explanation of p. (shrink)

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.

Idealizing conditions are scapegoats for scientific hypotheses, too often blamed for falsehood better attributed to less obvious sources. But while the tendency to blame idealizations is common among both philosophers of science and scientists themselves, the blame is misplaced. Attention to the nature of idealizing conditions, the content of idealized hypotheses, and scientists’ attitudes toward those hypotheses shows that idealizing conditions are blameless when hypotheses misrepresent. These conditions help to determine the content of idealized hypotheses, and they do so in (...) a way that prevents those hypotheses from being false by virtue of their constituent idealizations. (shrink)

One of the key tenets of Linda Zagzebski’s book " Epistemic Authority" is the Preemption Thesis. It says that, when an agent learns that an epistemic authority believes that p, the rational response for her is to adopt that belief and to replace all of her previous reasons relevant to whether p by the reason that the authority believes that p. I argue that such a “Hobbesian approach” to epistemic authority yields problematic results. This becomes especially virulent when we apply (...) Preemption to cases in which the agent and the authority share their belief, maybe even for the same reasons, or in which both have either a positive or a negative graded doxastic attitude toward a given proposition. As an alternative I propose a “Socratic account”, according to which the authority will not only motivate us to adopt her belief, but also provide us with higher-order reasons for re-assigning our own considerations their proper place in the web of reasons for and against the view in question. (shrink)

Because they contain idealizations, scientific models are often considered to be misrepresentations of their target systems. An important question is therefore how models can explain the behaviours of these systems. Most of the answers to this question are representationalist in nature. Proponents of this view are generally committed to the claim that models are explanatory if they represent their target systems to some degree of accuracy; in other words, they try to determine the conditions under which idealizations can be made (...) without jeopardizing the representational function of models. In this article, we first outline several forms of this representationalist view. We then argue that this view, in each of these forms, omits an important role of idealizations: that of facilitating the identification of the explanatory components within a model. Via examination of a case study from contemporary astrophysics, we show that one way in which idealizations can do this is by creating a comparison case that s... (shrink)

Understanding has received growing interest from epistemologists in recent years, but no consensus regarding its epistemic properties has yet been reached. This paper extracts, but also rejects, candidates of epistemic properties for construing an epistemological model of understanding from the writings of epistemologists participating in the current discussion surrounding that state. On the basis of these results, a suggestion is put forward according to which understanding is a non-basic epistemic state of warrant rather than knowledge. It is argued that this (...) move provides a satisfactory conciliatory answer to the central question whether understanding is a factive epistemic state. Some differences between understanding and knowledge are recorded along the way: for instance, that in contrast to knowledge, understanding does not require belief and that, even though neither knowledge nor understanding iterates, so that a subject can both know without knowing that she knows, as well as understanding without understanding that she understands, the reasons for the failure is different. (shrink)

Strategies for effectively communicating scientific findings to the public are an important and growing area of study. Recognizing that some complex subjects require recipients of information to take a more active role in constructing an understanding, we sought to determine whether it was possible to increase subjects’ intellectual effort via “priming” methodologies. In particular, we asked whether subconsciously priming “intellectual virtues”, such as curiosity, perseverance, patience, and diligence might improve participants’ effort and performance on various cognitive tasks. In the first (...) experiment, we found no significant differences in either effort or understanding between IV-primed and neutrally-primed individuals across two different priming techniques. The second experiment measured the effect of IV-priming on intellectual effort in simpler, shorter-duration puzzles and exploration activities; here, we observed an effect, but given its low strength and short duration, we do not believe that priming of IVs is a promising strategy for science communication. (shrink)

Science frequently gives us multiple, compatible ways of solving the same problem or formulating the same theory. These compatible formulations change our understanding of the world, despite providing the same explanations. According to what I call "conceptualism," reformulations change our understanding by clarifying the epistemic structure of theories. I illustrate conceptualism by analyzing a typical example of symmetry-based reformulation in chemical physics. This case study poses a problem for "explanationism," the rival thesis that differences in understanding require ontic explanatory differences. (...) To defend conceptualism, I consider how prominent accounts of explanation might accommodate this case study. I argue that either they do not succeed, or they generate a skeptical challenge. (shrink)

In this paper, I distinguish between two senses of “understanding”: understanding as an epistemic good and understanding as a character trait or a distinctive power of the mind. I argue that understanding as a character trait or a distinctive power of the mind is an intellectual virtue while understanding as an epistemic good is not. Finally, I show how the distinction can help us better appreciate Aristotle’s account of intellectual virtue.

I examine situations in which we say that different subjects have ‘different’, ‘competing’, or ‘conflicting understandings’ of a phenomenon. In order to make sense of such situations, we should turn our attention to an often neglected ambiguity in the word ‘understanding’. Whereas the notion of understanding that is typically discussed in philosophy is, to use Elgin’s terms, tethered to the facts, there is another notion of understanding that is not tethered in the same way. This latter notion is relevant because, (...) typically, talk of two subjects having ‘different’, ‘competing’, or ‘conflicting understandings’ of a phenomenon does not entail any commitment to the proposition that these subjects understand the phenomenon in the tethered sense of the word. This paper aims, first, to analyze the non-tethered notion of understanding, second, to clarify its relationship to the tethered notion, third, to explore what exactly goes on when ‘different’, ‘competing’, or ‘conflicting understandings’ clash and, fourth, to discuss the significance of such situations in our epistemic practices. In particular, I argue for a version of scientific pluralism according to which such situations are important because they help scientific communities achieve their fundamental epistemic goals—most importantly, the goal of understanding the world in the tethered sense. (shrink)

What is the primary intellectual aim of philosophy? The standard view is that philosophy aims to provide true answers to philosophical questions. But if our aim is to settle controversy by answering such questions, our discipline is an embarrassing failure. Moreover, taking philosophy to aim at providing true answers to these questions leads to a variety of puzzles: How do we account for philosophical expertise? How is philosophical progress possible? Why do job search committees not care about the truth or (...) falsity of a candidate’s philosophical views? We argue that philosophy does not aim at discovering true answers to philosophical questions. Instead, its primary intellectual aim is understanding. We argue that many familiar aspects of philosophy become intelligible once we accept this hypothesis. (shrink)

The philosophical interest in the nature, value, and varieties of human understanding has swelled in recent years. This article will provide an overview of new research in the epistemology of understanding, with a particular focus on the following questions: What is understanding and why should we care about it? Is understanding reducible to knowledge? Does it require truth, belief, or justification? Can there be lucky understanding? Does it require ‘grasping’ or some kind of ‘know-how’? This cluster of questions has largely (...) set the research agenda for the study of understanding in epistemology. This article will conclude by discussing some varieties of understanding and highlight directions for future research. (shrink)

This paper develops an account of the opacity problem in medical machine learning (ML). Guided by pragmatist assumptions, I argue that opacity in ML models is problematic insofar as it potentially undermines the achievement of two key purposes: ensuring generalizability and optimizing clinician–machine decision-making. Three opacity amelioration strategies are examined, with explainable artificial intelligence (XAI) as the predominant approach, challenged by two revisionary strategies in the form of reliabilism and the interpretability by design. Comparing the three strategies, I argue that (...) interpretability by design is most promising to overcome opacity in medical ML. Looking beyond the individual opacity amelioration strategies, the paper also contributes to a deeper understanding of the problem space and the solution space regarding opacity in medical ML. (shrink)

Whereas the progressive nature of science is widely recognised, specifying the standards of scientific progress has been subject to philosophical debate since the enlightenment. Recently, Ilkka Niiniluoto, Alexander Bird, and Finnur Dellsén have revived this debate by setting forward a semantic, epistemic and noetic account of scientific progress respectively. I argue that none of these accounts is satisfactory. The semantic and epistemic accounts might advance necessary conditions for scientific progress, namely an accumulation of true, justified, and non-Gettiered beliefs, but fail (...) to specify sufficient conditions. The noetic account, in contrast, advances sufficient conditions for scientific progress, namely an increase of genuine understanding, but fails to specify the necessary conditions. To remedy these deficits, I advance a hybrid account of scientific progress between the epistemic and noetic accounts, according to which the accumulation of explanatorily or predictively powerful knowledge constitutes scientific progress. In contrast to the epistemic account, my account ensures that only scientifically relevant knowledge constitutes scientific progress, thereby evading the threat of underdemandingness. In contrast to the noetic account, my account does not impose a psychological requirement of grasping the explanatory or predictive power of a scientific development, thereby evading the threat of overdemandingness. A further advantage of my account is that it can preserve plausible features of the noetic account. (shrink)

Western schooling has been dominated by some form of broad theoretical education since classical times; this sort of education has traditionally been termed a “liberal education.”1 Providing a coherent account of why a broad theoretical education is worthwhile is an important project given the pervasiveness of this model of education. One common account of the value of liberal education links a broad theoretical education with the intrinsic value of the knowledge transmitted. In this paper, I offer a different, utility-based account (...) of the value of liberal education. (shrink)

This paper offers a normative account of the speech act of explanation with understanding as its norm. The previous accounts of the speech act of explanation rely on the factive notion of understanding and maintain that proper explanations require knowledge. I argue, however, that such accounts are too demanding and do not reflect the everyday practice of explanation and the attribution of understanding. Instead, I argue that the non-factive, objectual attitude of understanding is sufficient for a proper explanation. On the (...) normative level, explanations are governed by an audience-centred norm, i.e., they are sensitive to the epistemic position of the audience. According to the proposed account, an explanation is a communicative act in which one puts the audience in a position to understand the explained phenomenon. This proposal fits into the recent wave of applications of the normative account and makes space for the pluralism of illocutionary acts. (shrink)

Some, if not most, philosophy program admissions committee members assume that they can determine that one applicant will likely manifest a higher degree of philosophical skill than another applicant on the basis of differences between their materials. I challenge this assumption by explaining how applicants’ materials in significant measure reflect the racially unjust environment in which they manifest their philosophical skill. I explain how applicants’ racial-group membership in similar measure determines what these materials consist in.

Unlike certain commentary traditions of philosophy in which deference to an authoritative author was a central feature, there are within the analytical tradition no recognised authorities to whom the reader is required to defer. This paper takes up the question of whether this anti-authoritarian position in philosophy can be sustained. Three lines of argument are considered. According to the first, there are no credible authorities in philosophy, or, even if there were, these authorities could not be identified by the non-expert (...) reader. According to the second, since no philosopher is infallible, many readers have on many occasions epistemic grounds for non-deference to the author. According to the third, even if some readers have epistemic reason for deference to some authors, an anti-authoritarian stance can be justified in terms of distinctively philosophical values such as conceptual understanding or intellectual autonomy. Although each of these lines of argument contains an element of truth, a sufficient justification for philosophical anti-authoritarianism remains surprisingly elusive. (shrink)

Many scientific models are representations. Building on Goodman and Elgin’s notion of representation-as we analyse what this claim involves by providing a general definition of what makes something a scientific model, and formulating a novel account of how they represent. We call the result the DEKI account of representation, which offers a complex kind of representation involving an interplay of, denotation, exemplification, keying up of properties, and imputation. Throughout we focus on material models, and we illustrate our claims with the (...) Phillips-Newlyn machine. In the conclusion we suggest that, mutatis mutandis, the DEKI account can be carried over to other kinds of models, notably fictional and mathematical models. (shrink)

In this paper we explore the constraints that our preferred account of scientific representation places on the ontology of scientific models. Pace the Direct Representation view associated with Arnon Levy and Adam Toon we argue that scientific models should be thought of as imagined systems, and clarify the relationship between imagination and representation.

Large language models (LLMs) have now entered the realm of medical ethics. In a recent study, Balaset alexamined the performance of GPT-4, a commercially available LLM, assessing its performance in generating responses to diverse medical ethics cases. Their findings reveal that GPT-4 demonstrates an ability to identify and articulate complex medical ethical issues, although its proficiency in encoding the depth of real-world ethical dilemmas remains an avenue for improvement. Investigating the integration of LLMs into medical ethics decision-making appears to be (...) an interesting avenue of research. However, despite the promising trajectory of LLM technology in medicine, it is crucial to exercise caution and refrain from attributing their expertise to medical ethics. Our thesis follows an examination of the nature of expertise and the epistemic limitations that affect LLM technology. As a result, we propose two more fitting applications of LLMs in medical ethics: first, as tools for mining electronic health records or scientific literature, thereby supplementing evidence for resolving medical ethics cases, and second, as educational platforms to foster ethical reflection and critical thinking skills among students and residents. The integration of LLMs in medical ethics, while promising, requires careful consideration of their epistemic limitations. Consequently, a well-considered definition of their role in ethically sensitive decision-making is crucial. (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)

Contemporary debate surrounding the nature of scientific progress has focused upon the precise role played by justification, with two realist accounts having dominated proceedings. Recently, however, a third realist account has been put forward, one which offers no role for justification at all. According to Finnur Dellsén’s (Stud Hist Philos Sci Part A 56:72–83, 2016) noetic account, science progresses when understanding increases, that is, when scientists grasp how to correctly explain or predict more aspects of the world that they could (...) before. In this paper, we argue that the noetic account is severely undermotivated. Dellsén provides three examples intended to show that understanding can increase absent the justification required for true belief to constitute knowledge. However, we demonstrate that a lack of clarity in each case allows for two contrasting interpretations, neither of which serves its intended purpose. On the first, the agent involved lacks both knowledge and understanding; and, on the second, the agent involved successfully gains both knowledge and understanding. While neither interpretation supports Dellsén’s claim that understanding can be prised apart from knowledge, we argue that, in general, agents in such cases ought to be attributed neither knowledge nor understanding. Given that the separability of knowledge and understanding is a necessary component of the noetic account, we conclude that there is little support for the idea that science progresses through increasing understanding rather than the accumulation of knowledge. (shrink)

This article aims to develop a new account of scientific explanation for computer simulations. To this end, two questions are answered: what is the explanatory relation for computer simulations? And what kind of epistemic gain should be expected? For several reasons tailored to the benefits and needs of computer simulations, these questions are better answered within the unificationist model of scientific explanation. Unlike previous efforts in the literature, I submit that the explanatory relation is between the simulation model and the (...) results of the simulation. I also argue that our epistemic gain goes beyond the unificationist account, encompassing a practical dimension as well. (shrink)

In epistemology and philosophy of science, there has been substantial debate about truth’s relation to understanding. “Non-factivists” hold that radical departures from the truth are not always barriers to understanding; “quasi-factivists” demur. The most discussed example concerns scientists’ use of idealizations in certain derivations of the ideal gas law from statistical mechanics. Yet, these discussions have suffered from confusions about the relevant science, as well as conceptual confusions. Addressing this example, we shall argue that the ideal gas law is best (...) interpreted as favoring non-factivism about understanding, but only after delving a bit deeper into the statistical mechanics that has informed these arguments and stating more precisely what non-factivism entails. Along the way, we indicate where earlier discussions have gone astray, and highlight how a naturalistic approach furnishes more nuanced normative theses about the interaction of rationality, understanding, and epistemic value. (shrink)

The Modern Synthesis has received criticism for its purported gene-centrism. That criticism relies on a concept of the gene as a unit of instructional information. In this paper I discuss information concepts and endorse one, developed from Floridi, that sees information as a functional relationship between data and context. I use this concept to inspect developmental criticisms of the Modern Synthesis and argue that the instructional gene arose as an idealization practice when evolutionary biologists made comment on development. However, a (...) closer inspection of key claims shows that at least some associated with the Modern Synthesis were in fact adopting the data led definition I favour and made clear arguments for the role of developmental processes beyond genetic input. There was no instructional gene. (shrink)

Ilhan Inan’s (2012) approach to curiosity is based on the following central theses: (i) for every question asked out of curiosity there is a corresponding term (definite description) that is inostensible for the asker (its reference is unknown) and that has the function of uniquely identifying an object; (ii) the satisfaction of curiosity is always in the form of com- ing to know an object as falling under a concept. This model primarily covers curiosity as our search for empirical objectual (...) knowledge. In my critical reflections, I explore some phenomena of non-objectual curiosity which are left out or at least not sufficiently explored by Inan: curiosity as the search for explanation and understanding, and meta-curiosity— curiosity about the very representations, i.e. how to conceptualize a certain problem, and what defi nite descriptions to use in the first place. (shrink)

This paper aims to clarify the nature of understanding in medicine. The first part describes in more detail what it means to understand something and links a type of understanding (i.e., objectual understanding) to explanations. The second part proceeds to investigate what objectual understanding of a disease (i.e., biomedical understanding) requires by considering the case of scurvy from the history of medi- cine. The main hypothesis is that grasping a mechanistic explanation of a condi- tion is necessary for a biomedical (...) understanding of that condition. The third part of the paper argues that biomedical understanding is necessary, but not sufficient for understanding in a clinical context (i.e., clinical understanding). The hypothe- sis is that clinical understanding combines biomedical understanding of a disease or pathological condition with understanding illness, which involves some degree of personal understanding of the patient. It is argued that, in many cases, clinical understanding necessitates adopting a particular second-personal stance and using cognitive resources in addition to those involved in biomedical understanding. (shrink)