The operational perspective here defended permits a reflexive-transcendental point of view that sharply distinguishes the two concepts, while, at the same time, maintaining the connection between them. On the one hand, simply imagining that the experimental apparatus, counterfactually anticipated in a thought experiment, has really been constructed is sufficient to erase any difference between thought and real experiments. On the other hand, this very ‘imagining’, this capacity of the mind to assume every real entity as a possible entity, underpins the (...) difference in principle – a properly transcendental difference – between thought and real experiments. This difference, however, implies the intimate association between experiment and thought experiment: All thought experiments must be thought of as translatable into real ones, and all real experiments as realisations of thought ones. What thought experiments have over and above real experiments is the mere fact that they exist in a purely hypothetical sphere; what real have over and above thought experiments is the mere fact that they overstep the sphere of the possible, in the experiment’s real execution. (shrink)

Philosophical conceptual analysis is an experimental method. Focusing on this helps to justify it from the skepticism of experimental philosophers who follow Weinberg, Nichols & Stich. To explore the experimental aspect of philosophical conceptual analysis, I consider a simpler instance of the same activity: everyday linguistic interpretation. I argue that this, too, is experimental in nature. And in both conceptual analysis and linguistic interpretation, the intuitions considered problematic by experimental philosophers are necessary but epistemically irrelevant. They are like variables introduced (...) into mathematical proofs which drop out before the solution. Or better, they are like the hypotheses that drive science, which do not themselves need to be true. In other words, it does not matter whether or not intuitions are accurate as descriptions of the natural kinds that undergird philosophical concepts; the aims of conceptual analysis can still be met. (shrink)

The operational perspective here defended permits a reflexive-transcendental point of view that sharply distinguishes the two concepts, while, at the same time, maintaining the connection between them. On the one hand, simply imagining that the experimental apparatus, counterfactually anticipated in a thought experiment, has really been constructed is sufficient to erase any difference between thought and real experiments. On the other hand, this very ‘imagining’, this capacity of the mind to assume every real entity as a possible entity, underpins the (...) difference in principle – a properly transcendental difference – between thought and real experiments. This difference, however, implies the intimate association between experiment and thought experiment: All thought experiments must be thought of as translatable into real ones, and all real experiments as realisations of thought ones. What thought experiments have over and above real experiments is the mere fact that they exist in a purely hypothetical sphere; what real have over and above thought experiments is the mere fact that they overstep the sphere of the possible, in the experiment’s real execution. (shrink)

There has been relatively little effort to provide a systematic overview of different forms of exploratory experimentation (EE). The present paper examines the growing subdiscipline of nanotoxicology and suggests that it illustrates at least four ways that researchers can engage in EE: searching for regularities; developing new techniques, simulation models, and instrumentation; collecting and analyzing large swaths of data using new experimental strategies (e.g., computer-based simulation and "high-throughput" instrumentation); and structuring an entire disciplinary field around exploratory research agendas. In order (...) to distinguish these and other activities more effectively, the paper proposes a taxonomy that includes three dimensions along which types of EE vary: (1) the aim of the experimental activity, (2) the role of theory in the activity, and (3) the methods or strategies employed for varying experimental parameters. (shrink)