Constructivism claims to be a postepistemology that replaces 'traditional' concepts of knowledge. Supporters of constructivism have argued that progress requires that pre-service teachers be weaned off traditional approaches and that they should adopt constructivist views of knowledge. Constructivism appears to be gaining ground rapidly and should no longer be viewed as an exercise in radical thinking primarily aimed at generating innovative teaching. It has become an integral part of the pedagogic mainstream. Close examination of the theoretical foundations of constructivism, however, (...) reveals that the basic assumptions of constructivism are flawed. Far from being a postepistemology, constructivism simply regresses to a pre-Renaissance mindset with theology replaced with a psychologism. Constructivists should be aware that the implications of constructivism for future generations may be both profound and non-benign. (shrink)

Laudan's thesis that conceptual problem solving is at least as important as empirical problem solving in scientific research is given support by a study of the relation between the chromosome theory and the Mendelian research program. It will be shown that there existed a conceptual tension between the chromosome theory and the Mendelian program. This tension was to be resolved by changing the constraints of the Mendelian program. The relation between the chromosome theory and the Mendelian program is shown to (...) be a good illustration of the influence of science itself on the rational standards governing scientific development. (shrink)

In this paper, I explore the question of whether the expected consequences of holding a belief can affect the rationality of doing so. Special attention is given to various ways in which one might attempt to exert some measure of control over what one believes and the normative status of the beliefs that result from the successful execution of such projects. I argue that the lessons which emerge from thinking about the case ofbelief have important implications for the way we (...) should think about the rationality of a number of other propositional attitudes,such as regret, desire, and fear. Finally,I suggest that a lack of clarity with respect to the relevant issues has given rise to a number of rather serious philosophical mistakes. (shrink)

Some of Kepler's works seem very different in character. His youthful Mysterium cosmographicum (1596) argues for heliocentrism on the basis of metaphysical, astronomical, astrological, numerological and architectonic principles. By contrast, Astronomia nova (1609) is far more tightly argued on the basis of only a few dynamical principles. In the eyes of many, such a contrast embodies a transition from Renaissance to early modern science. I suggest that Karl Popper's fallibilist and piecemeal approach, and especially his theory of errors, might prove (...) extremely helpful in resolving such alleged tension. By abandoning the perspective of the inductivist philosophy of science, which is forced by its own standards to portray Kepler as a "sleepwalker", I focus on the method he followed: he never hesitated to discuss his own intellectual journey, offering a rational reconstruction of the series of false starts, blind alleys and failures he encountered. The critical dialogue he managed to establish in private correspondence with fellow astronomers he later transplanted into his printed works, whose structure closely resembles that of a dialogue, however implicit. (shrink)

I address some specific problems in the two target articles offered here (Rao and Palmer/Alcock: Parapsychology review and critique), which are indicative of more general problems that plague the larger debate. Because such problems are rather typical of scientific conflict, I address general problems of assessment in a second section. In a final section. I make some comments about the future of this debate.

Thomas S. Kuhn is famous both for his work on the Copernican Revolution and his ‘paradigm’ view of scientific revolutions. But Kuhn later abandoned the notion of paradigm in favour of a more ‘evolutionary’ view of the history of science. Kuhn’s position therefore moved closer to ‘continuity’ models of scientific progress, for instance ‘chain-of-reasoning’ models, originally championed by D. Shapere. The purpose of this paper is to contribute to the debate around Kuhn’s new ‘developmental’ view and to evaluate these competing (...) models with reference to some major innovations in the history of cosmology, from Copernicanism to modern cosmology. This evaluation is made possible through some unexpected overlap between Kuhn’s earlier discontinuity model and various versions of the later continuity models. It is the thesis of this paper that the ‘chain-of-reasoning’ model accounts better for the cosmological evidence than both Kuhn’s early paradigm model and his later developmental view of the history of science. (shrink)

Over the past hundred years, a number of scientific investigators claim to have adduced experimental evidence for phenomena information” seems to behave like a weak signal that has to compete for the information-processing resources of the organism, a reduction of ongoing sensorimotor activity may facilitate ESP detection. Such a meaningful convergence of results suggests that psi phenomena may represent a unitary, coherent process whose nature and compatibility with current physical theory have yet to be determined. The theoretical implications and potential (...) practical applications of psi could be significant, irrespective of the small magnitude of psi effects in laboratory settings. (shrink)

El trabajo de la ciencia con las imágenes nos muestra procedimientos que se alejan, por un lado, de los rigores del estricto método científico, y que crean, por el otro, innumerables paradojas, cuya intensidad se acrecienta a medida que aumenta la complejidad del objeto estudiado. A las operaciones simbólicas y retóricas configuradoras de las imágenes científicas, la mayoría de carácter tecnológico, se añaden los procesos de visualización que ponen en escena, en muy diversos niveles, las relaciones fundamentales de aquellas. Los (...) nuevos estudios sobre la representación científica hablan de imágenes cargadas de teoría que se acercan a la eventualidad de una ciencia poética, cuyo camino habría sido abandonado a partir del siglo XVII, cuando la ciencia moderna provoca la separación epistémica entre lo real y la realidad. (shrink)