In this paper, the different theories about science and technology relationships are analyzed. All of them have some virtues, but also one main defect: these theories do not take into account other well-founded possible relationships. The origin of this problem is the narrow view about science and technology. In this paper another characterization about technology based on Ronald Giere’s perspective is suggested. In the light of this new description, six different relationships between science and technology arise. Some of these relations (...) had been explained in the before analyzed theories, but others emerge from the new portrayal. (shrink)

Inspired by Ronald Giere’s cognitive approach to scientific models, Cognitive Structural Realism has presented a naturalist account of scientific representation. CSR characterises the structure of theories in terms of cognitive structures. These are informational structures embodied in the brains of scientists. CSR accounts for scientific representation in terms of the dynamical relationship between the organism and its environment. The proposal has been criticised on account of its negligence of social aspects of scientific practice. The present paper aims to chart out (...) a reply to the objection. It shows that cognitive structures do not need to be put inside the brains of single individuals. Cognitive structures are redefined as extended structures in distributed cognitive systems under Free Energy Principle. (shrink)

There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In this (...) sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family. (shrink)

Modern societies depend on a growing production of scientific knowledge, which is based on the functional differentiation of science into still more specialised scientific disciplines and subdisciplines. This is the basis for the paradox of scientific expertise: The growth of science leads to a fragmentation of scientific expertise. To resolve this paradox, the present paper investigates three hypotheses: 1) All scientific knowledge is perspectival. 2) The perspectival structure of science leads to specific forms of knowledge asymmetries. 3) Such perspectival knowledge (...) asymmetries must be handled through second order perspectives. We substantiate these hypotheses on the basis of a perspectivist philosophy of science grounded in Peircean semiotics and autopoietic systems theory. Perspectival knowledge asymmetries are an unavoidable and necessary part of the growth of scientific knowledge, and more awareness of this fact can help avoid blind and futile struggles between scientific perspectives, and direct efforts toward more appropriate ways of handling these fundamental knowledge asymmetries. Concretely, we show how different kinds of scientific knowledge, expertise, disagreement and learning can be correlated to the perspectival structure of science, and propose how polyocular communication based on observations of the observations made by specialised perspectives can be used to handle such perspectival knowledge asymmetries. This can help overcome the observed problems in carrying out cross-disciplinary research and in the collective use of different kinds of scientific expertise, and thereby make society better able to solve complex, real-world problems. (shrink)

Recent debates in philosophy of science have witnessed the rise of two major proposals. On the one hand, regarding the conceptual structure of scientific theories, some believe that they exhibit constitutive elements. The constitutive elements of a theory are the components that play the role of laying the foundations of empirical meaningfulness, and whose acceptance is prior to empirical research. On the other hand, as for the nature of scientific knowledge and its relation to nature, perspectival realism has pursued a (...) middle ground in classic debates between realism and antirealism, by assuming that although knowledge is always situated both historically and culturally, scientific statements have truth values and constitute genuine claims about a mind-independent world. In this paper, I argue that these two lines of research are not only compatible but complement each other, and provide a common view of science. I contend that a theoretical perspective is a set of constitutive elements where models and representations may develop, and stress that both constitutivism and perspectivism have numerous shared characteristics, such as their vindication of the historicity of scientific knowledge, their recognition of human epistemic limits, and a very similar conception of truth. (shrink)

Scientific anomalies are observations and facts that contradict current scientific theories and they are instrumental in scientific theory change. Philosophers of science have approached scientific theory change from different perspectives as Darden (Theory change in science: Strategies from Mendelian genetics, 1991) observes: Lakatos (In: Lakatos, Musgrave (eds) Criticism and the growth of knowledge, 1970) approaches it as a progressive “research programmes” consisting of incremental improvements (“monster barring” in Lakatos, Proofs and refutations: The logic of mathematical discovery, 1976), Kuhn (The structure (...) of scientific revolutions, 1996) observes that changes in “paradigms” are instigated by a crisis from some anomaly, and Hanson (In: Feigl, Maxwell (eds) Current issues in the philosophy of science, 1961) proposes that discovery does not begin with hypothesis but with some “problematic phenomena requiring explanation”. Even though anomalies are important in all of these approaches to scientific theory change, there have been only few investigations into the specific role anomalies play in scientific theory change. Furthermore, much of these approaches focus on the theories themselves and not on how the scientists and their experiments bring about scientific change (Gooding, Experiment and the making of meaning: Human agency in scientific observation and experiment, 1990). To address these issues, this paper approaches scientific anomaly resolution from a meaning construction point of view. Conceptual integration theory (Fauconnier and Turner, Cogn Sci 22:133–187, 1996; The way we think: Conceptual blending and mind’s hidden complexities, 2002) from cognitive linguistics describes how one constructs meaning from various stimuli, such as text and diagrams, through conceptual integration or blending. The conceptual integration networks that describe the conceptual integration process characterize cognition that occurs unconsciously during meaning construction. These same networks are used to describe some of the cognition while resolving an anomaly in molecular genetics called RNA interference (RNAi) in a case study. The RNAi case study is a cognitive-historical reconstruction (Nersessian, In: Giere (ed) Cognitive models of science, 1992) that reconstructs how the RNAi anomaly was resolved. This reconstruction traces four relevant molecular genetics publications in describing the cognition necessary in accounting for how RNAi was resolved through strategies (Darden 1991), abductive reasoning (Peirce, In: Hartshorne, Weiss (eds) Collected papers, 1958), and experimental reasoning (Gooding 1990). The results of the case study show that experiments play a crucial role in formulating an explanation of the RNAi anomaly and the integration networks describe the experiments’ role. Furthermore, these results suggest that RNAi anomaly resolution is embodied. It is embodied in a sense that cognition described in the cognitive-historical reconstruction is experientially based. (shrink)

This survey of major developments in North American philosophy of science begins with the mid-1960s consolidation of the disciplinary synthesis of internalist history and philosophy of science (HPS) as a response to criticisms of logical empiricism. These developments are grouped for discussion under the following headings: historical metamethodologies, scientific realisms, philosophies of the special sciences, revivals of empiricism, cognitivist naturalisms, social epistemologies, feminist theories of science, studies of experiment and the disunity of science, and studies of science as practice and (...) culture. A unifying theme of the survey is the relation between historical metamethodologists and scientific realists, which dominated philosophical work in the late 1970s. I argue that many of the alternative cognitive naturalisms, social epistemologies, and feminist theories that have been proposed can be understood as analogues to the differences between metamethodological theories of scientific rationality and realist accounts of successful reference to real causal processes. Recent work on experiment, scientific practice, and the culture of science may, however, challenge the underlying conception of the field according to which realism and historical rationalism (or their descendants) are the important alternatives available, and thus may take philosophy of science in new directions. (shrink)

This paper addresses the questions concerningthe relationship between scientific andcognitive processes. The fact that both,science and cognition, aim at acquiring somekind of knowledge or representationabout the world is the key for establishing alink between these two domains. It turns outthat the constructivist frameworkrepresents an adequate epistemologicalfoundation for this undertaking, as its focusof interest is on the (constructive)relationship between the world and itsrepresentation. More specifically, it will beshown how cognitive processes and their primaryconcern to construct a representation of theenvironment and to (...) generate functionallyfitting behavior can act as the basis forembedding the activities and dynamics of theprocess of science in them by making use ofconstructivist concepts, such as functionalfitness, structure determinedness, etc.Cognitive science and artificiallife provide the conceptual framework of representational spaces and their interactionbetween each other and with the environmentenabling us to establish this link betweencognitive processes and thedevelopment/dynamics of scientific theories.The concepts of activation, synaptic weight,and genetic (representational) spaces arepowerful tools which can be used asexplanatory vehiclesfor a cognitivefoundation of science, more specifically forthe context of discovery (i.e., thedevelopment, construction, and dynamics ofscientific theories and paradigms).Representational spaces do not only offer us abetter understanding of embedding science incognition, but also show, how theconstructivist framework, both, can act as anadequate epistemological foundation for theseprocesses and can be instantiated by theserepresentational concepts from cognitivescience. The final part of this paper addresses somemore fundamental questions concerning thepositivistic and constructivist understandingof science and human cognition. Among otherthings it is asked, whether a purelyfunctionalist and quantitative view of theworld aiming almost exclusively at itsprediction and control is really satisfying forour intellect (having the goal of achieving aprofound understanding of reality). (shrink)

Looking at Thomas Kuhn's work from a cognitive science perspective helps to articulate and to legitimize, to some degree, his rejection of traditional views of concepts, categorization, theory structure, and rule-based problem solving. Whereas my colleagues focus on the later Kuhn of the MIT years, I study the early Kuhn as an anticipation of case-based reasoning and schema theory. These recent developments in cognitive psychology and artificial intelligence may point toward a more computational version of Kuhn's ideas, but they also (...) expose ambiguities in his work, notably in his understanding of exemplars. (shrink)

Galileo did not develop a systematic methodology but rather a methodical form which represents an essential part of the development of modern scientific thought. Keywords to the methodical form of Galileo's thought are: 1) The geometrization of the sciences - this refers especially to the explication of the methodological priority of a theory of measurement. 2) Argomento ex suppositione, that is, the coupling of the originally proof-theoretical distinction between analysis and synthesis to elements of a methodology of empirical science. 3) (...) The axiomatic structure of mechanics that corresponds to the modern semantic theory conception and to constructivist conceptions of the philosophy of science. 4) A constructive concept of experience, which replaces the Aristotelian concept of a phenomenal experience in the construction of physics. (shrink)

If two theory formulations are merely different expressions of the same theory, then any problem of choosing between them cannot be due to the underdetermination of theories by data. So one might suspect that we need to be able to tell distinct theories from mere alternate formulations before we can say anything substantive about underdetermination, that we need to solve the problem of identical rivals before addressing the problem of underdetermination. Here I consider two possible solutions: Quine proposes that we (...) call two theories identical if they are equivalent under a reconstrual of predicates, but this would mishandle important cases. Another proposal is to defer to the particular judgements of actual scientists. Consideration of an historical episodethe alleged equivalence of wave and matrix mechanicsshows that this second proposal also fails. Nevertheless, I suggest, the original suspicion is wrong; there are ways to enquire into underdetermination without having solved the problem of identical rivals. (shrink)

Different conceptions of scientific theories, such as the state spaces approach of Bas van Fraassen, the phase spaces approach of Frederick Suppe, the set-theoretical approach of Patrick Suppes, and the structuralist view of Joseph Sneed et al. are usually put together into one big family. In addition, the definite article is normally used, and thus we speak of the semantic conception of theories and of its different approaches . However, in The Semantic Conception of Theories and Scientific Realism , starting (...) from certain remarks already made in “Theory Structure” , Current Research in Philosophy of Science, East Lansing: Philosophy of Science Association, 1979, pp. 317–338), Frederick Suppe excludes the structuralist view as well as other “European” versions from the semantic conception of theories. In this paper I will critically examine the reasons put forward by Suppe for this decision and, later, I will provide a general characterization of the semantic family and of the structuralist view of theories in such a way as to justify the inclusion of the structuralist view as a member of this family. (shrink)

This paper is the second of a two-part series on models and theories, the first of which appeared in International Studies in the Philosophy of Science, Vol. 11, No. 2, 1997. It further explores some of themes of the first paper and examines applications, including: the relations between “similarity” and “isomorphism”, and between “model” and “interpretation”, and the notion of structural explanation.

The paper, as Part I of a two-part series, argues for a hybrid formulation of the semantic view of scientific theories. For stage-setting, it first reviews the elements of the model theory in mathematical logic (on whose foundation the semantic view rests), the syntactic and the semantic view, and the different notions of models used in the practice of science. The paper then argues for an integration of the notions into the semantic view, and thereby offers a hybrid semantic view, (...) which at once secures the view's logical foundations and enhances its applicability. The dilemma of either losing touch with the practice of science or yielding up the benefits of the model theory is thus avoided. (shrink)

Model-based learning has an established position within science education. It has been found to enhance conceptual understanding and provide a way for engaging students in authentic scientific activity. Despite ample research, few studies have examined the cognitive processes regarding learning scientific concepts within MBL. On the other hand, recent research within cognitive science has examined the learning of so-called relational categories. Relational categories are categories whose membership is determined on the basis of the common relational structure. In this theoretical paper, (...) I argue that viewing models as relational categories provides a well-motivated cognitive basis for MBL. I discuss the different roles of models and modeling within MBL and discern the related cognitive aspects brought forward by the reinterpretation of models as relational categories. I will argue that relational knowledge is vital in learning novel models and in the transfer of learning. Moreover, relational knowledge underlies the coherent, hierarchical knowledge of experts. Lastly, I will examine how the format of external representations may affect the learning of models and the relevant relations. The nature of the learning mechanisms underlying students’ mental representations of models is an interesting open question to be examined. Furthermore, the ways in which the expert-like knowledge develops and how to best support it is in need of more research. The discussion and conceptualization of models as relational categories allows discerning students’ mental representations of models in terms of evolving relational structures in greater detail than previously done. (shrink)

The inclusion of the practice of “developing and using models” in the Framework for K-12 Science Education and in the Next Generation Science Standards provides an opportunity for educators to examine the role this practice plays in science and how it can be leveraged in a science classroom. Drawing on conceptions of models in the philosophy of science, we bring forward an agent-based account of models and discuss the implications of this view for enacting modeling in science classrooms. Models, according (...) to this account, can only be understood with respect to the aims and intentions of a cognitive agent, not solely in terms of how they represent phenomena in the world. We present this contrast as a heuristic—models of versus models for—that can be used to help educators notice and interpret how models are positioned in standards, curriculum, and classrooms. (shrink)

My concern is with the possible implications of research in developmental psychology for understanding the workings of modern science. I agree both with Gopnik's general naturalistic orientation and with her more specific claims about scientists as cognitive agents. Neither the formal structure of propositions nor the social structure of scientific communities provides sufficient resources for the understanding we seek. So I agree that the empirical study of human cognition is not only relevant, but necessary, for understanding how science works.

I argue for an intentional conception of representation in science that requires bringing scientific agents and their intentions into the picture. So the formula is: Agents (1) intend; (2) to use model, M; (3) to represent a part of the world, W; (4) for some purpose, P. This conception legitimates using similarity as the basic relationship between models and the world. Moreover, since just about anything can be used to represent anything else, there can be no unified ontology of models. (...) This whole approach is further supported by a brief exposition of some recent work in cognitive, or usage-based, linguistics. Finally, with all the above as background, I criticize the recently much discussed idea that claims involving scientific models are really fictions. (shrink)

Some critics argue that the types of psychiatric diagnosis found in the Diagnostic and Statistical Manual of Mental Disorders and International Classification of Disease are superfluous and should be abandoned. These are known as categorical polythetic psychiatric diagnoses. To receive a categorical polythetic psychiatric diagnosis an individual need only exhibit some, rather than all, of the symptoms on the diagnostic criteria. Consequently, categorical polythetic psychiatric diagnoses only associate an individual with a range of symptoms rather than specify which symptoms they (...) have. Drawing on Giere’s account of scientific models, I portray categorical polythetic psychiatric diagnoses as abstract models that guide the building of less abstract models. These models can specify which symptoms a particular individual has. Additionally, categorical polythetic psychiatric diagnoses can guide investigation of symptoms towards difficult to spot symptoms, guide investigation towards changing symptoms, and guide investigation towards how symptoms manifest. These important roles mean categorical polythetic psychiatric diagnoses should not be abandoned. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

The thesis proposes, defends, and applies a new model of inter-theoretic reduction, called "Neo-Nagelian" reduction. There are numerous accounts of inter-theoretic reduction in the philosophy of science literature but the most well-known and widely-discussed is the Nagelian one. In the thesis I identify various kinds of problems which the Nagelian model faces. Whilst some of these can be resolved, pressing ones remain. In lieu of the Nagelian model, other models of inter-theoretic reduction have been proposed, chief amongst which are so-called (...) "New Wave" models. I show these to be no more adequate than the original Nagelian model. I propose a new model of inter-theoretic reduction, Neo-Nagelian reduction. This model is structurally similar to the Nagelian one, but differs in substantive ways. In particular I argue that it avoids the problems pertaining to both the Nagelian and New Wave models. Multiple realizability looms large in discussions about reduction: it is claimed that multiply realizable properties frustrate the reduction of one theory to another in various ways. I consider these arguments and show that they do not undermine the Neo-Nagelian of reduction of one theory to another. Finally, I apply the model to statistical mechanics. Statistical mechanics is taken to be a reductionist enterprise: one of the aims of statistical mechanics is to reduce thermodynamics. Without an adequate model of inter-theoretic reduction one cannot assess whether it succeeds; I use the Neo-Nagelian model to critically discuss whether it does. Specifically, I consider two very recent derivations of the Second Law of thermodynamics, one from Boltzmannian classical statistical mechanics and another from quantum statistical mechanics. I argue that they are partially successful, and that each makes for a promising line of future research. (shrink)

This Ph.D. thesis provides a pilosophical account of the structure of the evolutionary synthesis of the 1930s and 40s. The first, more historical part analyses how classical genetics came to be integrated into evolutionary thinking, highlighting in particular the importance of chromosomal mapping of Drosophila strains collected in the wild by Dobzansky, but also the work of Goldschmidt, Sumners, Timofeeff-Ressovsky and others. The second, more philosophical part attempts to answer the question wherein the unity of the synthesis consisted. I argue (...) that it exemplifies a weak of form of explanatory unification. (shrink)

This paper is an investigation of the degree of incommensurability between Western scientific medicine and traditional Chinese medicine, focusing on the practice and theory of acupuncture. We describe the structure of traditional Chinese medicine, oriented around such concepts as yin, yang, qi, and xing, and discuss how the conceptual and explanatory differences between Western medicine and traditional Chinese medicine generate impediments to their comparison and evaluation. We argue that the linguistic, conceptual, ontological, and explanatory impediments can to a large extent (...) be overcome, and conclude that the dramatic differences between Western and traditional Chinese medicine do not provide insurmountable barriers to rational evaluation of acupuncture. We conclude with a discussion of the intentional and emotional aspects of conceptual change. (shrink)

In two occasions a Bibliography of Structuralism has been published in Erkenntnis (1989, 1994). Since then a lot of water has flowed under the bridge and the structuralist program has shown a continuous development. The aim of the present bibliography is to celebrate the 25th anniversary of the publication of An Architectonic for Science –structuralism’s main reference work– and of its recent translation into Spanish by updating the previous bibliographies with titles which have appeared since 1994 as well as before (...) that year but which are not included in them. As in the former deliveries, this bibliography only covers books and articles that are concerned directly with the structuralist approach in the philosophy of science. We would like to thank the many colleagues who have helped us in collecting all the information. Notwithstanding we apologize in advance for the possible entries that we missed to include in this third Bibliography of Structuralism. (shrink)

The introduction to the volume and the overview of the idea of naturalizing the mind.

This paper is a conceptual analysis of the theory debate in psychology, as carried out by cognitivists and radical behaviorists. The debate has focused on the necessity of theories in psychology. However, the logically primary issue is the nature of theories, or what theories are. This claim stems from the fact that cognitivists and radical behaviorists adopt disparate accounts of the nature of theories. The cognitivists' account is closely akin to the received view from logical positivism, where theories are collections (...) of statements and theoretical terms are restricted to designate unobservable entities. Radical behaviorists also conceive theories as collections of statements, but restrict theoretical terms in psychology to designate observable entities. If each side approaches the necessity issue with its preferred account, both agree that theories are necessary in psychology. Hence, there is no disagreement over the necessity of theories in psychology per se, only over the nature of theories. The received view, however, has been shown to suffer from irreparable difficulties that have led to its total rejection in post-positivistic philosophy of science. Alternative accounts, like the structuralist and semantic views, do not raise the issue of whether theories are necessary in psychology. (shrink)