Developing tools is a crucial aspect of experimental practice, yet most discussions of scientific change traditionally emphasize theoretical over technological change. To elaborate on the role of tools in scientific change, I offer an account that shows how scientists use tools in exploratory experiments to form novel concepts. I apply this account to two cases in neuroscience and show how tool development and concept formation are often intertwined in episodes of tool-driven change. I support this view by proposing common normative (...) principles that specify when exploratory concept formation and tool development succeed to initiate scientific change. (shrink)

J. Anthony Blair is a prominent international figure in argumentation studies. He is among the originators of informal logic, an author of textbooks on the informal logic approach to argument analysis and evaluation and on critical thinking, and a founder and editor of the journal Informal Logic. Blair is widely recognized among the leaders in the field for contributing formative ideas to the argumentation literature of the last few decades. This selection of key works provides insights into the history of (...) the field of argumentation theory and various related disciplines. It illuminates the central debates and presents core ideas in four main areas: Critical Thinking, Informal Logic, Argument Theory and Logic, Dialectic and Rhetoric. (shrink)

Theory of illness causation is an important issue in all biomedical sciences, and solid etiological explanations are needed in order to develop therapeutic approaches in medicine and preventive interventions in public health. Until now, the literature about the theoretical underpinnings of illness causation research has been scarce and fragmented, and lacking a convenient summary. This interdisciplinary book provides a convenient and accessible distillation of the current status of research into this developing field, and adds a personal flavor to the discussion (...) by proposing the etiological stance as a comprehensive approach to identify modifiable causes of illness. (shrink)

Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process. Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth grade learners and their teacher engaged in interpretation in ways that align with core ideas and practices in kinematics and computing. Cycles of measuring and modeling––including computer programming––helped to support classroom interactions that highlighted the interpretive nature of modeling (...) and participation in model construction as a knowledge-building process. We draw on literature from the history and philosophy of science in order to analyze the students’ interpretive actions as forms of epistemic and representational agency, constituting a construct we term disciplined interpretation. We demonstrate how students’ disciplined interpretative moves help to position them as owners of their own design decisions and their rights to interpret the phenomena they were modeling, data collected from those phenomena, and the scientific and computational models themselves. We present four extended episodes that characterize the nature of activity in the classroom and the development of students’ disciplined interpretations in terms of learning to recognize scientific patterns amid complex perceptual fields, and to represent them in ways that support sensemaking. (shrink)

South Korean high school students are being taught Einstein’s Special Theory of Relativity. In this article, I examine the portrayal of this theory in South Korean high school physics textbooks and discuss an alternative method used to solve the analyzed problems. This examination of how these South Korean textbooks present this theory has revealed two main flaws: First, the textbooks’ contents present historically fallacious backgrounds regarding the origin of this theory because of a blind dependence on popular undergraduate textbooks, which (...) ignore the revolutionary aspects of the theory in physics. And second, the current ingredients of teaching this theory are so simply enumerated and conceptually confused that students are not provided with good opportunities to develop critical capacities for evaluating scientific theories. Reviewing textbooks used in South Korea, I will, first, claim that the history of science contributes to understand not merely the origins but also two principles of this theory. Second, in addition to this claim, I argue that we should distinguish not only hypotheses from principles but also phenomena from theoretical consequences and evidence. Finally, I suggest an alternative way in which theory testing occurs in the process of evaluation among competitive theories on the basis of data, not in the simple relation between a hypothesis and evidence. (shrink)

The work done in the philosophy of modeling by Vaihinger (1876), Craik (1943), Rosenblueth and Wiener (1945), Apostel (1960), Minsky (1965), Klaus (1966) and Stachowiak (1973) is still almost completely neglected in the mainstream literature. However, this work seems to contain original ideas worth to be discussed. For example, the idea that diverse functions of models can be better structured as follows: in fact, models perform only a single function – they are replacing their target systems, but for different purposes. (...) Another example: the idea that all of cognition is cognition in models or by means of models. Even perception, reflexes and instincts (animal and human) can be best analyzed as modeling. The paper presents an analysis of the above-mentioned work. (shrink)

A central component to scientific practice is the construction and use of scientific models. Scientists believe that the success of a model justifies making claims that go beyond the model itself. However, philosophical analysis of models suggests that drawing inferences about the world from successful models is more complex. In this dissertation I develop a framework that can help disentangle the related strands of evaluation of model success, model extendibility, and the ability to draw ampliative inferences about the world from (...) models. I present and critically assess two leading accounts of model assessment, arguing that neither is sufficient to provide a complete understanding of model evaluation. I introduce a more powerful framework incorporating elements of the two views, which can help answer these three questions: What is the target of evaluation in model assessment? How does that evaluation proceed? What licenses us in making inferences about the real world, based on the evaluation of our models as successful? The framework identifies two distinct targets of model evaluation: representational similarity between the model and target system, and the adequacy of the model as a tool to answer questions. Both assessments must be relativized to a purpose, of which there are three general kinds: descriptive, predictive, and explanatory. These purposes differ in the way they inform the similarity relation, which is relevant for the similarity assessment, and the output they produce, which is relevant for the adequacy assessment. Any model can be assessed relative to any purpose, however a model encodes certain decisions made during the model’s construction, which impact its ability to be applied to a new purpose or new domain. My framework shows that extending a model, and drawing inferences from it, depends on its representational similarity. I apply this framework to several examples taken from astrophysics showing in detail how it can help illuminate the structure of the models, as well as make the justification for inferences made from them clear. The final chapter is a detailed analysis of a contemporary debate surrounding the use of models in astrophysics, between proponents of MOND and the standard ΛCDM model. (shrink)

According to a much discussed argument, reliabilism is defective for making knowledge too easy to come by. In a recent paper, Weisberg aims to show that this argument relies on a type of reasoning that is rejectable on independent grounds. We argue that the blanket rejection that Weisberg recommends of this type of reasoning is both unwarranted and unwelcome. Drawing on an older discussion in the philosophy of science, we show that placing some relatively modest restrictions on the said type (...) of reasoning suffices to block the anti-reliabilist argument. (shrink)

This tribute to the breadth and influence of Trudy Govier’s philosophical work begins with her early scholarship in argumentation theory, paying special attention to its pedagogical expression. Most people first encounter Trudy Govier’s work and many people only encounter it through her textbooks, especially A Practical Study of Argument, published in many editions. In addition to the work on argumentation that has continued throughout her career, much of Govier’s later work addresses social philosophy and the problems of trust and response (...) to moral wrongs. The introduction by Catherine Hundleby situates Govier’s research along the path of her unusual academic life. While following the timeline of Govier’s research publication, in this collection the authors build on her work and suggest certain new connections between her argumentation theory and social philosophy. A Practical Study of Argument, first published in 1985, situates Govier among a distinct segment of informal logicians whose concerns about teaching reasoning to post-secondary students orient their research, Takuzo Konishi argues. Moira Kloster evaluates Govier’s progress in the challenge of providing critical thinking education to diverse and changing social contexts. Shifting gears to social philosophy but still addressing education, Laura Elizabeth Pinto explores the significance of Govier’s work on trust for explaining the problem of “audit culture” for teaching. At the centre of this volume, social philosophy receives an abstract meta-ethical defense from Linda Radzik. Moving solidly into the domain of normative social philosophy, Alice MacLachlan reconsiders Govier’s condemnation of revenge by viewing it as a form of moral address, but she notes how revenge as an act of communication contrasts with argumentation in lacking the respect that Govier maintains is intrinsic to argumentation. MacLachlan ultimately agrees that revenge is morally indefensible. The practical challenges of addressing others in the aftermath of wrongdoing, especially in public contexts, can make it difficult to distinguish between victims and combatants or wrongdoers, Alistair Little and Wilhelm Verwoerd explain, and Kathryn Norlock argues that forgiveness is psychologically vexed too. People may recognize transformation to be in principle possible for all people, Norlock argues, and yet we may find the evidence regarding some particular evildoer sufficient to count that person as an exception. Finally Govier responds to the various papers. (shrink)

Evidence-Based Medicine is a relatively new movement that seeks to put clinical medicine on a firmer scientific footing. I take it as uncontroversial that medical practice should be based on best evidence—the interesting questions concern the details. This paper tries to move towards a coherent and unified account of best evidence in medicine, by exploring in particular the EBM position on RCTs.

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. The (...) chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (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)

This paper aims to address the relevance of the natural sciences for transcendental phenomenology, that is, the issue of naturalism. The first section distinguishes three varieties of naturalism and corresponding forms of naturalization: an ontological one, a methodological one, and an epistemological one. In light of these distinctions, in the second section, I examine the main projects aiming to “naturalize phenomenology”: neurophenomenology, front-loaded phenomenology, and formalized approaches to phenomenology. The third section then considers the commitments of Husserl’s transcendental phenomenology with (...) respect to the three varieties of naturalism previously discussed. I argue that Husserl rejected strong and weak forms of epistemological naturalism, strong methodological naturalism, and ontological naturalism. The fourth section presents the argument that Husserl endorsed a weak, conditional form of methodological naturalism. This point is illustrated with Husserl’s proposal of “somatology,” a natural science apt to study the corporeality of the lived body. The final section addresses the complementarity and respective limits of the transcendental phenomenological and the natural scientific frameworks. I argue that, on Husserl’s account, the function of transcendental phenomenology with respect to the natural sciences is to provide them with an epistemological foundation and an ontological clarification. I suggest that certain natural sciences can be understood, within the transcendental phenomenological framework, as “sciences of constitution,” that is, as sciences investigating the contribution of real structures acting as conditions of possibility for the occurrence of certain kinds of comprehensive unities in lived experience. (shrink)

This chapter contains sections titled: Highlights of Past Literature Current Work Future Work.

Epidemiologists’ discussions on causation are not always very enlightening with regard to the notion of ‘cause’ in epidemiology. Epidemiologists rightly work from a science-based approach to causation in epidemiology, but largely disagree about the matter. Disagreement may be partly due to confusion of the question of useful concepts for causal inference in epidemiological practice with the question of the metaphysical presuppositions of causal concepts used in epidemiology. In other words, epidemiologists seem to confuse the practical results of epidemiological research at (...) the population level with the metaphysical views about the reality of disease causation at the individual level in their writings on causation. (shrink)

Critical Thinking as Applied Epistemology: Relocating Critical Thinking in the Philosophical Landscape.

The main objective of the paper is to propose a frequentist interpretation of probability in the context of model-based induction, anchored on the Strong Law of Large Numbers (SLLN) and justifiable on empirical grounds. It is argued that the prevailing views in philosophy of science concerning induction and the frequentist interpretation of probability are unduly influenced by enumerative induction, and the von Mises rendering, both of which are at odds with frequentist model-based induction that dominates current practice. The differences between (...) the two perspectives are brought out with a view to defend the model-based frequentist interpretation of probability against certain well-known charges, including [i] the circularity of its definition, [ii] its inability to assign ‘single event’ probabilities, and [iii] its reliance on ‘random samples’. It is argued that charges [i]–[ii] stem from misidentifying the frequentist ‘long-run’ with the von Mises collective. In contrast, the defining characteristic of the long-run metaphor associated with model-based induction is neither its temporal nor its physical dimension, but its repeatability (in principle); an attribute that renders it operational in practice. It is also argued that the notion of a statistical model can easily accommodate non-IID samples, rendering charge [iii] simply misinformed. (shrink)

The thesis of this paper is that an argument's possessing the form of affirming the consequent does not suffice to make its premises at all favorably relevant to its conclusion. In support of this thesis I assume two premises and argue for a third. My two assumptions are these: (1) that an argument's possessing the form of affirming the consequent does not suffice to make its conclusion certain relative to its premises (this is widely, if not universally, acknowledged by writers (...) on logic), and (2) premises are favorably relevant to a conclusion only if it is certain or probable relative to them (I argued for this in an earlier paper). The premise I argue for in this paper is that an argument's possessing the form of affirming the consequent does not suffice to make its conclusion probable relative to its premises. To establish this third premise, I first refute a defense of the contrary position (namely, that an argument's possessing the form of affirming the consequent suffices to make its conclusion probable relative to its premises), then offer counterexamples to that position, and finally demonstrate the failure of several attempts to save it. (shrink)

The relation between method, concept and theory in science is complicated. I seek to shed light on that relation by considering an instance of it in systematics: The additional challenges phylogeneticists face when reconstructing phylogeny not at a single level, but simultaneously at multiple levels of the hierarchy. How does this complicate the task of phylogenetic inference, and how might it inform and shape the conceptual foundations of phylogenetics? This offers a lens through which the interplay of method, theory and (...) concepts may be understood in systematics, which, in turn, provides data for a more general account. (shrink)

Probabilistic phenomena are often perceived as being problematic targets for contrastive explanation. It is usually thought that the possibility of contrastive explanation hinges on whether or not the probabilistic behaviour is irreducibly indeterministic, and that the possible remaining contrastive explananda are token event probabilities or complete probability distributions over such token outcomes. This paper uses the invariance-under-interventions account of contrastive explanation to argue against both ideas. First, the problem of contrastive explanation also arises in cases in which the probabilistic behaviour (...) of the explanandum is due to unobserved causal heterogeneity. Second, it turns out that, in contrast to the case of pure indeterminism, the plausible contrastive explananda under causal heterogeneity are not token event probabilities, but population-level statistical facts. (shrink)

Causation is in trouble—at least as it is pictured in current theories in philosophy and in economics as well, where causation is also once again in fashion. In both disciplines the accounts of causality on offer are either modelled too closely on one or another favoured method for hunting causes or on assumptions about the uses to which causal knowledge can be put—generally for predicting the results of our efforts to change the world. The first kind of account supplies no (...) reason to think that causal knowledge, as it is pictured, is of any use; the second supplies no reason to think our best methods will be reliable for establishing causal knowledge. So, if these accounts are all there is to be had, how do we get from method to use? Of what use is knowledge of causal laws that we work so hard to obtain? (shrink)

Despite the emergence of new forms of feminist empiricism, there continues to be resistance to the idea that feminist political commitment can be integral to hypothesis testing in science when that process adheres strictly to empiricist norms and is grounded in a realist conception of objectivity. I explore the virtues of such feminist empiricism, arguing that the resistance is, in large part, due to the lingering effects of positivism.

To evaluate Hume's thesis that causal claims are always empirical, I consider three kinds of causal statement: ?e1 caused e2 ?, ?e1 promoted e2 ?, and ?e1 would promote e2 ?. Restricting my attention to cases in which ?e1 occurred? and ?e2 occurred? are both empirical, I argue that Hume was right about the first two, but wrong about the third. Standard causal models of natural selection that have this third form are a priori mathematical truths. Some are obvious, others (...) less so. Empirical work on natural selection takes the form of defending causal claims of the first two types. I provide biological examples that illustrate differences among these three kinds of causal claim. (shrink)

Alexander Rosenberg has played a large role in creating the philosophy of economics as a distinct area of philosophy. But since the publication of Microeconomic Laws in 1976, Professor Rosenberg's thinking about economics has been casting the subject in an increasingly uncomplimentary light. This development is reflected in Rosenberg's new book Economics–Mathematical Politics or Science of Diminishing Returns? In this stimulating work Rosenberg endorses the view that economics does not constitute scientific empirical knowledge. He says.

This paper aims 1) to introduce the notion of theoretical story as a resource and source of constraint for the construction and assessment of models of phenomena; 2) to show the relevance of this notion for a better understanding of the role and nature of values in scientific activity. The reflection on the role of values and value judgments in scientific activity should be attentive, I will argue, to the distinction between models and the theoretical story that guides and constrains (...) their construction. The aim of scientific activity is to develop understanding of phenomena, and something that serves this aim and contributes to the development of understanding has a cognitive value. Cognitive values are the features that something that plays a role in scientific activity should have so that it can serve its aim. I will focus my attention on the features of the theoretical story and of the models. (shrink)

Evidence-Based Medicine is a relatively new movement that seeks to put clinical med- icine on a firmer scientific footing. I take it as uncontroversial that medical practice should be based on best evidence-the interesting questions concern the details. This paper tries to move towards a coherent and unified account of best evidence in medicine, by exploring in particular the EBM position on RCTs (randomized controlled trials).

This paper provides an account of mid-level models, which calibrate highly theoretical agent-based models of scientific communities by incorporating empirical information from real-world systems. As a result, these models more closely correspond with real-world communities, and are better suited for informing policy decisions than extant how-possibly models. I provide an exemplar of a mid-level model of science funding allocation that incorporates bibliometric data from scientific publications and data generated from empirical studies of peer review into an epistemic landscape model. The (...) results of my model show that on a dynamic epistemic landscape, allocating funding by modified and pure lottery strategies performs comparably to a perfect selection funding allocation strategy. These results support the idea that introducing randomness into a funding allocation process may be a tractable policy worth exploring further through pilot studies. My exemplar shows that agent-based models need not be restricted to the abstract and the a-priori; they can also be informed by real empirical data. (shrink)

An acceptable empiricist account of laws of nature would havesignificant implications for a number of philosophical projects. For example, such an account may vitiate argumentsthat the fundamental constants of nature are divinelydesigned so that laws produce a life permittinguniverse. On an empiricist account, laws do not produce the universe but are designed by us to systematize theevents of a universe which does in fact contain life; so any ``fine tuning'' of natural law has a naturalistic explanation.But there are problems for (...) the empiricist project. This paper develops a ``perspectival'' version of the Humean bestsystem approach and argues that this version solves the standard problems faced by the empiricist project.Furthermore, the paper argues, this version is best able to answer the proponents of divine design while leaving scientificlaw a suitably objective matter.[I]t is possible tocondense the enormous mass of results to a large extent – that is to find laws which summarize...Richard Feynman It has become fashionable in some circles to argue thatscience is ultimately a sham, that we scientists read order into nature, not out of nature, and that the laws of physicsare our laws, not nature's. I believe this is arrant nonsense. You would be hard-pressed to convince a physicist thatNewton's inverse square law of gravitation is a purely cultural concoction. The laws of physics, I submit, reallyexist in the world out there, and the job of the scientist is to uncover them, not invent them. True, at any giventime, the laws you find in the textbooks are tentative and approximate, but they mirror, albeit imperfectly, a reallyexisting order in the physical world. Of course, many scientists do not recognize that in accepting the reality of anorder in nature-the existence of laws `out there' – they are adopting a theological world view. P. C. W. Davies. (shrink)

Accounts of the relation between theories and models in biology concentrate on mathematical models. In this paper I consider the dual role of models as representations of natural systems and as a material basis for theorizing. In order to explicate the dual role, I develop the concept of a remnant model, a material entity made from parts of the natural system(s) under study. I present a case study of an important but neglected naturalist, Joseph Grinnell, to illustrate the extent to (...) which mundane practices in a museum setting constitute theorizing. I speculate that historical and sociological analyses of institutions can play a specific role in the philosophical analysis of model-building strategies. (shrink)

Paul Thompson, John Beatty, and Elisabeth Lloyd argue that attempts to resolve certain conceptual issues within evolutionary biology have failed because of a general adherence to the received view of scientific theories. They maintain that such issues can be clarified and resolved when one adopts a semantic approach to theories. In this paper, I argue that such conceptual issues are just as problematic on a semantic approach. Such issues arise from the complexity involved in providing formal accounts of theoretical laws (...) and scientific explanations. That complexity is due to empirical and pragmatic considerations, not one's adherence to a particular formal approach to theories. This analysis raises a broader question. How can any formal account properly represent the complex nature of empirical phenomena? (shrink)

Trygve Haavelmo's 1944 article ‘The Probability Approach in Econometrics’ is considered by most to have provided the foundations for present day econometrics (Morgan, 1990, Chapters 8 and 9). Since Haavelmo (1944), extraordinary advances have been made in econometrics. However, over the last two decades the efficacy and scientific status of econometrics has become questionable. Not surprisingly, the growing discontent with econometrics has been accompanied by a growing interest in econometric methodology.

In vitro experimental approaches are of central importance to contemporary molecular and cellular biology and toxicology. However, the scientific value or impact of in vitro results depends on their relevance in vivo. In vitro effect studies address inobservable in vivo phenomena through experiments on analogous in vitro phenomena. We present a theoretical basis developed to evaluate the in vivo relevance of in vitro effect studies. As a case study, the procedure for measuring specific gene transcription in isolated cell nuclei (nuclear (...) run-off method) is analyzed It is concluded that current evidence fails to justify in vivo interpretations of nuclear run-off experiments within the framework of theoretical models of transcription, implying that quantitative in vivo interpretations are unwarranted. Qualitative interpretations of nuclear run-off experiments may be justified by inferring the best explanation, especially when significant in vitro effects follow in vivo perturbations.Elements of a general theory are proposed. It is concluded that quantitative in vivo interpretations are warranted primarily in biochemical quantitation of biomolecules, while studies on biological function should be interpreted qualitatively in terms of causal explanations. Inferences to the best explanations are strengthened through additional evidence and the creation of experimental differences (effects). (shrink)

Biomedical researchers claim there is significant biomedical information about humans which can be discovered only through experiments on intact animal systems (AMA p. 2). Although epidemiological studies, computer simulations, clinical investigation, and cell and tissue cultures have become important weapons in the biomedical scientists' arsenal, these are primarily "adjuncts to the use of animals in research" (Sigma Xi p. 76). Controlled laboratory experiments are the core of the scientific enterprise. Biomedical researchers claim these should be conducted on intact biological systems, (...) whole animals. By observing the effects of various stimuli in non-human animals, we can form legitimate expectations about the likely effects of these stimuli in humans. Perhaps more importantly, we can understand the biomedical condition's causal mechanisms. (shrink)

The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” (...) outside of philosophy circles by taking selected cases from the students’ own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students. (shrink)

Causation is in trouble—at least as it is pictured in current theories in philosophy and in economics as well, where causation is also once again in fashion. In both disciplines the accounts of causality on offer are either modelled too closely on one or another favoured method for hunting causes or on assumptions about the uses to which causal knowledge can be put—generally for predicting the results of our efforts to change the world. The first kind of account supplies no (...) reason to think that causal knowledge, as it is pictured, is of any use; the second supplies no reason to think our best methods will be reliable for establishing causal knowledge. So, if these accounts are all there is to be had, how do we get from method to use? Of what use is knowledge of causal laws that we work so hard to obtain? (shrink)