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)

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.

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

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)

During the past decades several philosophers of science and social scientists have been interested in the problems of causation. Recently attention has been given to probabilistic causation in dichotomous causal systems. The paper uses the basic features of probabilistic causation to argue that the causal modeling approaches developed by such researchers as Blalock and Duncan can provide, when an additional assumption is added, adequate qualitative measures of one variableś causal influence upon another. Finally, some of the difficulties and issues involved (...) in developing adequate quantitative measures are discussed, and it is concluded that the causal modeling measures cannot provide adequate quantitative measures. (shrink)