Despite its proliferation in technology studies, the concept of “path dependence” has scarcely been applied to epistemology. In this essay, I investigate path dependence in the production of scientific knowledge, first, by considering Kuhn's scattered remarks that lend support to a path-dependence thesis (Section I) and second by developing and criticising Kuhn's embryonic account (Sections II and III). I examine a case from high-energy physics that brings the path-dependent nature of scientific knowledge to the fore and I pay attention to (...) two sources of path dependence—“theoretical” and “instrumental”. The latter source is particularly important in “big science”. I ask in Section IV whether path dependence in scientific knowledge can lead to circumstances like those in the technological field, in which a theory can come to dominate a scientific speciality even though it is inferior to alternatives. In Section V, I ask what implications my thesis has for science policy. (shrink)

The criticisms levelled at the notion of truth by an anti-realist and an entity-realist are critically examined. The upshot of the discussion will be that whilst neither of the two anti-truth philosophers have succeeded in establishing their cases against truth, for entity-realists to reject the notion of truth is to throw out the baby with the bath water: entity-realism without the notion of correspondence truth will degenerate into anti-realism.

Quasi-experimental evaluation methods promised to provide a way of testing and improving solutions to social problems. These methods have been found wanting. Alternative approaches, including “pragmatic evaluation,” “naturalistic evaluation,” and “pluralist evaluation” are also shown to be unsatisfactory. The initial promise of the evaluation movement has been disappointed. Realistic evaluation is advocated as an alternative to existing forms of evaluation. It is rooted in some European traditions in epistemology, ontology, and social theory. It offers a framework within which rigorous outcome (...) evaluations can be undertaken with results that can inform policy and practice. (shrink)

The terms “paradigm” and “paradigm shift” originated in “The Structure of Scientific Revolutions” by Thomas Kuhn. A paradigm can be defined as the generally accepted concepts and practices of a field, and a paradigm shift its replacement in a scientific revolution. A paradigm shift results from a crisis caused by anomalies in a paradigm that reduce its usefulness to a field. Claims of paradigm shifts and revolutions are made frequently in the neurosciences. In this article I will consider neuroscience paradigms, (...) and the claim that new tools and techniques rather than crises have driven paradigm shifts. I will argue that tool development has played a minor role in neuroscience revolutions. (shrink)

Abstract This paper explores the role of symbolic languages within and between positivist disciplines. Symbolic languages, of which mathematics is the most important example, consist of tautologically true statements, such as 2 + 2 = 4. These must be operationalized before being useful for positivist research agendas (i.e. two apples and two oranges make four fruit). Disciplines may borrow either the symbolic languages of another discipline or the symbolic language and the accompanying operationalizations. The choice has important theoretical effects, and (...) affects the kind of interdisciplinary community created. The game theory community is an example of a community based on the interdisciplinary exchange of symbolic language only, while the ? political economy? community exchanges both symbolic languages and operationalizations. (shrink)

The paper characterizes Darwin's theory, providing a synthesis of recent historical investigations in this area. Darwin's reading of Malthus led him to appreciate the importance of population pressures, and subsequently of natural selection, with the help of the wedge metaphor. But, in itself, natural selection did not furnish an adequate account of the origin of species, for which a principle of divergence was needed. Initially, Darwin attributed this to geographical isolation, but later, following his work on barnacles which underscored the (...) significance of variation, and arising from his work on botanical arithmetic, he supposed that diversity allowed more places to be occupied in a given region. So isolation was not regarded as essential. Large regions with intense competition, and with ample variation spread by blending, would facilitate speciation. The notion of place was different from niche, and it is questioned whether Darwin's views on ecology were as modern as is commonly supposed. Two notions of struggle are found in Darwin's theory; and three notions of variation. Criticisms of his theory led him to emphasize the importance of variation over a range of forms. Hence the theory was populational rather than typological. The theory required a Lamarckian notion of inheritable changes initiated by the environment as a source of variation. Also, Darwin deployed a use/habit theory; and the notion of sexual selection. Selection normally acted at the level of the individual, though kin selection was possible. Group selection was hinted at for man. Darwin's thinking (and also the exposition of his theory) was generally guided by the domestic-organism analogy, which satisfied his methodological requirement of a vera causa principle. (shrink)

Classical symbolic computational models of cognition are at variance with the empirical findings in the cognitive psychology of memory and inference. Standard symbolic computers are well suited to remembering arbitrary lists of symbols and performing logical inferences. In contrast, human performance on such tasks is extremely limited. Standard models donot easily capture content addressable memory or context sensitive defeasible inference, which are natural and effortless for people. We argue that Connectionism provides a more natural framework in which to model this (...) behaviour. In addition to capturing the gross human performance profile, Connectionist systems seem well suited to accounting for the systematic patterns of errors observed in the human data. We take these arguments to counter Fodor and Pylyshyn's (1988) recent claim that Connectionism is, in principle, irrelevant to psychology. (shrink)

Recent research shows that research programmes (quantitative, qualitative and mixed) in education are not displaced (as suggested by Kuhn) but rather lead to integration. The objective of this study is to present a rationale for mixed methods (integrative) research programs based on contemporary philosophy of science (Lakatos, Giere, Cartwright, Holton, Laudan). This historical reconstruction of episodes from physical science (spanning a period of almost 300 years, 17th to 20th century) does not agree with the positivist image of science. Quantitative data (...) (empirical evidence) by itself, does not facilitate progress (despite widespread belief to the contrary), neither in the physical sciences nor in the social sciences (education) A historical reconstruction shows that both Piaget and Pascual-Leone’s research programs in cognitive psychology, follow the Galilean idealisation quite closely, similar to the research programs of Newton, Mendeleev, Einstein, Thomson, Rutherford, Millikan and Perl in the physical sciences. This relationship does not imply that researchers in education have to emulate research in the physical sciences. A major argument in favor of mixed methods (integrative) research programs is that it provides a rationale for hypotheses, theories, guiding assumptions and presuppositions to compete and provide alternatives. Similar to the physical sciences, this proliferation of hypotheses leads to controversies and rivalries, and thus facilitates the decision making process of the scientific community. It is concluded that mixed methods research programs (not paradigms) in education can facilitate the construction of robust strategies, provided we let the problem situation (as studied by practicing researchers) decide the methodology. (shrink)

This essay compares Robert John Russell's work in his recent book Cosmology from Alpha to Omega: The Creative Mutual Interaction of Theology and Science (2008) to that of the authors known collectively as "the new atheists." I treat the latter as recent contributors to the modern tradition of scientific naturalism. This tradition makes claims to legitimacy on the basis of its close relations to the natural sciences. The purpose of this essay is to show up the poverty of the naturalist (...) tradition's scientific credentials by contrasting it with Russell's careful account of positive relations between science and Christian theology. (shrink)

Philosophers have traditionally treated physicalism as an empirically informed metaphysical thesis. This approach faces a well-known problem often referred to as Hempel’s dilemma: formulations of physicalism tend to be either false or indeterminate. The generally preferred strategy to address this problem involves an appeal to a hypothetical complete and ideal physical theory. After demonstrating that this strategy is not viable, I argue that we should redefine physicalism as an interdisciplinary research program seeking to explain the mental in terms of the (...) physical that encompasses the physical sciences, the psychological and brain sciences, and philosophy. Redefining physicalism in this way improves upon previous reconstructive accounts while avoiding the indeterminacy associated with orthodox forms of futurist physicalism. (shrink)

Davey reviews evidence purporting to distinguish between two accounts of selective associations – expectancy bias and evolved predispositions, although these hypotheses largely apply to different levels of causal analysis. Criticisms of primate studies in which subjects lack prior exposure to stimuli seem uncompelling. Expectancies may sometimes serve as proximal mediators in selective associations, but other factors, both proximate and ultimate, are clearly also involved.

Failure to find an obvious or linear relationship between a developmental experiential factor and a developmental outcome often leads investigators to posit concepts such as “biological preparedness” and “evolved predispositions” that allude to hypothetical geneticmechanisms that may not exist. However, experiential nonlinearities alone may explain the development of certain instinctive behaviors, as shown by studies on alarm call responsivity in mallard ducklings.

A review of data concerning the uneven distribution of phobias suggests that nonassociative, ethological models can account for most of tile important findings that cannot be attributed to expectancy biases. The origin of a variety of fears that appear in fixed developmental patterns across divergent cultures and species can best be explained by biological models.

Because of their evolutionary importance, threat-detection mechanisms are likely to exist at a variety of levels. A recent study of face recognition suggests that novel stimuli receive enhanced processing when presented as fear-related. This suggests the existence of a complex, context-dependent threat-detection mechanism that can adaptively respond to spatiotemporally varying and unique environmental features.

In his critique of preparedness theory, Davey does not address the limitations of adaptationism. The purpose of this commentary is to outline problems that arise when one assumes that mental illness (e.g., phobic disorder)musthave had adaptive significance for it to have survived the vicissitudes of natural selection.

These reflections range over some distinctive features of the journal Science & Education, they acknowledge in a limited way the many individuals who over the past 25 years have contributed to the success and reputation of the journal, they chart the beginnings of the journal, and they dwell on a few central concerns—clear writing and the contribution of HPS to teacher education. The reflections also revisit the much-debated and written-upon philosophical and pedagogical arguments occasioned by the rise and possible demise (...) of constructivism in science education. (shrink)