: The relationship between individuals and communities in knowing is a central topic of discussion in current feminist epistemology. Lynn Hankinson Nelson 's work is unusual in grounding knowledge primarily in the community rather than the individual. In this essay I argue that responses to Nelson 's work are based on a misinterpretation of her holistic approach. However, Nelson 's holism is incomplete and hence inconsistent. I defend a more radically holistic feminist empiricism with a multiaspect view of the knower, (...) which is more consistent with a feminist empiricist approach to evidence. (shrink)

What do appeals to case studies accomplish? Consider the dilemma: On the one hand, if the case is selected because it exemplifies the philosophical point, then it is not clear that the historical data hasn't been manipulated to fit the point. On the other hand, if one starts with a case study, it is not clear where to go from there—for it is unreasonable to generalize from one case or even two or three.

: Feminist standpoint theory remains highly controversial: it is widely advocated, used to guide research and justify its results, and yet is also vigorously denounced. This essay argues that three such sites of controversy reveal the value of engaging with standpoint theory as a way of reflecting on and debating some of the most anxiety-producing issues in contemporary Western intellectual and political life. Engaging with standpoint theory enables a socially relevant philosophy of science.

• An adequate conceptual framework is still needed to account for phenomena that (i) have a first-person, subjective-experiential or phenomenal character; (ii) are (usually) reportable and describable (in humans); and (iii) are neurobiologically realized.2 • The conscious subject plays an unavoidable epistemological role in characterizing the explanadum of consciousness through first-person descriptive reports. The experimentalist is then able to link first-person data and third-person data. Yet the generation of first-person data raises difficult epistemological issues about the relation of second-order awareness (...) or meta-awareness to first-order experience (e.g. (shrink)

A number of researchers today make an appeal to quantum physics when trying to develop a satisfactory account of the mind, an appeal still felt to be controversial by many. Often these "quantum approaches" try to explain some well-known features of conscious experience (or mental processes more generally), thus using quantum physics to enrich the explanatory framework or explanans used in consciousness studies and cognitive science. This paper considers the less studied question of whether quantum physical intuitions could help us (...) to draw attention to new or neglected aspects of the mind in introspection, and in this way change our view about what needs explanation in the first place. Although prima facie implausible, it is suggested that this could happen, for example, if there were analogies between quantum processes and mental processes (e.g., the process of thinking). The naive idea is that such analogies would help us to see mental processes and conscious experience in a new way. It has indeed been proposed long ago that such analogies exist, and this paper first focuses at some length on David Bohm's formulation of them from 1951. It then briefly considers these analogies in relation to Smolensky's more recent analogies between cognitive science and physics, and Pylkko's aconceptual view of the mind. Finally, Bohm's early analogies will be briefly considered in relation to the analogies between quantum processes and the mind he proposed in his later work. -/- [This article is a modified version of an article that was first published in the anthology Being and Brain: At the Boundary between Science, Philosophy, Language and Arts, ed. by G. Globus, K. Pribram and G. Vitiello, Advances in Consciousness Research 58, John Benjamins, Amsterdam 2004, pp. 165-195.]. (shrink)

Cognitivism in psychology and philosophy is roughly the position that intelligent behavior can (only) be explained by appeal to internal that is, rational thought in a very broad sense. Sections 1 to 5 attempt to explicate in detail the nature of the scientific enterprise that this intuition has inspired. That enterprise is distinctive in at least three ways: It relies on a style of explanation which is different from that of mathematical physics, in such a way that it is not (...) basically concerned with quantitative equational laws; the states and processes with which it deals are in the sense that they are regarded as meaningful or representational; and it is not committed to reductionism, but is open to reduction in a form different from that encountered in other sciences. Spelling these points out makes it clear that the Cognitivist study of the mind can be rigorous and empirical, despite its unprecedented theoretical form. The philosophical explication has another advantage as well: It provides a much needed framework for articulating questions about whether the Cognitivist approach is right or wrong. The last three sections take that advantage of the account, and address several such questions, pro and con. (shrink)

We use evidence from cognitive psychology and the history of science to examine the issue of the theory-ladenness of perceptual observation. This evidence shows that perception is theory-laden, but that it is only strongly theory-laden when the perceptual evidence is ambiguous or degraded, or when it requires a difficult perceptual judgment. We argue that debates about the theory-ladenness issue have focused too narrowly on the issue of perceptual experience, and that a full account of the scientific process requires an examination (...) of theory-ladenness in attention, perception, data interpretation, data production, memory, and scientific communication. We conclude that the evidence for theory-ladenness does not lead to a relativist account of scientific knowledge. (shrink)

The aim of this paper is to analyze a philosophical question (neutrality vs. theory-ladenness of observation) taking into consideration the empirical results of Cognitive Psychology (theories of perception). This is an important debate because the objectivity of science is at stake. In the Philosophy of Science there are two main positions with regard to observation, those of C. Hempel and N. R. Hanson. In the Philosophy of Mind there are also two important contrasting positions, those of J. Fodor and Paul (...) M. Churchland. I will analyze the consequences of recent theories of perception and vision developed within Cognitive Science for classical epistemological theses about observation. (shrink)

Clearly we can perceive both objects, and various aspects or appearances of those objects. But how should that complexity of perceptual content be explained or analyzed? I argue that perceptual representations normally have a double or two level nested structure of content, so as to adequately incorporate information both about contextual aspects Y(X) of an object X, and about the object X itself. On this double content (DC) view, perceptual processing starts with aspectual data Y?(X?) as a higher level of (...) content, which data does not itself provide lower level X-related content, but only an aspectually encoded form of such data. Hence the relevant perceptual data Y?(X?) must be. (shrink)

We discuss at some length evidence from the cognitive science suggesting that the representations of objects based on spatiotemporal information and featural information retrieved bottomup from a visual scene precede representations of objects that include conceptual information. We argue that a distinction can be drawn between representations with conceptual and nonconceptual content. The distinction is based on perceptual mechanisms that retrieve information in conceptually unmediated ways. The representational contents of the states induced by these mechanisms that are available to a (...) type of awareness called phenomenal awareness constitute the phenomenal content of experience. The phenomenal content of perception contains the existence of objects as separate things that persist in time and time, spatiotemporal information, and information regarding relative spatial relations, motion, surface properties, shape, size, orientation, color, and their functional properties. (shrink)

Many psychologists think that concepts should be understood on analogy with the terms of scientific theories, yet the significance of this claim has always been obscure. In this paper, I clarify the psychological content of the theory analogy, focusing on influential pieces by Susan Carey. Once plainly put, the analogy amounts to the view that a mental representation has its semantic properties by virtue of its role in a restricted knowledge structure. One of the commendable things about Carey's work is (...) that, unlike many other psychologists who appeal to the theory analogy, she takes seriously the need to specify how these structures are constrained. At the same time, the constraints she offers are insufficient. Her account also faces challenges from work in the semantics of natural kind terms. (shrink)

Eliminativism was targeted by transcendental arguments from the first. Three responses to these arguments have emerged from the eliminativist literature, the heart of which is that such arguments are question-begging. These responses are shown to be incompatible with the position, eliminativism, they are meant to defend. Out of these failed responses is developed a general transcendental argument against eliminativism (the "Paradox of Abandonment"). Eliminativists have anticipated this argument, but their six different attempts to counter it are shown to be separately (...) inadequate, mutually incompatible, and, again, incompatible with the position that they are seeking to defend. (shrink)

This article outlines how the international push for inclusive education cannot be aligned with current education systems centred on neoliberal ideals of individualism, measurement, and competition. The way that these systems are organised means that a proportion of (usually marginalised) students are necessarily excluded. In order to meaningfully address the global education crisis, that sees millions of children and young people either out of school or unengaged with learning, this ontological misalignment must be acknowledged, and discourse and engagement around it (...) must be promoted. Drawing from the work of Donella Meadows, I argue that ‘high leverage points’ (information flows, rules, system goals, mindsets) are crucial places to intervene in education systems. Intervention at such points, while challenging, has the potential to lead to transformational and sustainable change; change that current ‘low leverage point’ initiatives fail to produce. I conclude with a call for further discourse and research into an examination of ‘high leverage points’ within education systems, how they interact, and how the development of an associated framework would be beneficial for researchers and development partners. (shrink)

The foundations of AI design discourse are worth analyzing. Here, attention is paid to the nature of theory languages used in designing new AI technologies because the limits of these languages can clarify some fundamental questions in the development of AI. We discuss three types of theory language used in designing AI products: formal, computational, and natural. Formal languages, such as mathematics, logic, and programming languages, have fixed meanings and no actual-world semantics. They are context- and practically content-free. Computational languages (...) use terms referring to the actual world, i.e., to entities, events, and thoughts. Thus, computational languages have actual-world references and semantics. They are thus no longer context- or content-free. However, computational languages always have fixed meanings and, for this reason, limited domains of reference. Finally, unlike formal and computational languages, natural languages are creative, dynamic, and productive. Consequently, they can refer to an unlimited number of objects and their attributes in an unlimited number of domains. The differences between the three theory languages enable us to reflect on the traditional problems of strong and weak AI. (shrink)

Economists’ conceptions about the “nature of the economic agent” are central to understanding their economic thinking, the phenomena that deserve their attention, the way they build models and theories—as well as the scope and relevance of those theories. Moreover, according to the “psychological” traits of the agent, the subsequent economic theory can accommodate (or not) certain economic phenomena. These claims certainly apply to Brian J. Loasby’s economics. The objective of this article is to survey and analyse Loasby’s reconstruction of economics (...) based on the revision of the psychological foundations of economic agent. We show the influence that George A. Kelly, Adam Smith, Alfred Marshall, Friedrich Hayek and Herbert Simon (among others) play in his work. According to Loasby, concepts such as uncertainty, motivation, imagination, and connecting principles, are central to explaining the growth and organization of knowledge, complexity, and the evolution of economic systems. (shrink)

In the mid-1980s, Richard Rorty debated aspects of Jean-François Lyotard’s evolving theories of language and politics, embracing the latter’s critique of metanarratives as forms of metaphysics we should discard but rejecting Lyotard’s claims about the incommensurability of language games. Largely overlooked was the force of Lyotard’s critique of the transvaluation of knowledge in the emerging digital age, canvased in The Postmodern Condition. This article revisits the encounter between these thinkers to reconstruct the more central challenge that Lyotard’s theory posed to (...) Rorty’s pragmatic politics and to liberal cosmopolitanism more broadly. Lyotard’s work was prescient in detailing an emerging technological order in which ideals of tolerance and solidarity in the form of Rortian translation and redescription come into conflict with imperatives of performativity, profit-seeking, and power – fostering dominance rather than universal progress. The article concludes by drawing implications of the encounter for current scholarship on Rorty and political theory. (shrink)

The compatibility of scientific realism and evolutionary epistemology is a controversial issue in contemporary philosophy of science. Scientific realism is the view that scientific theories aim to describe the true nature of reality, while evolutionary epistemology is the view that scientific knowledge is the product of natural selection and adaptation. Some philosophers argue that evolutionary epistemology undermines the epistemic status of scientific theories and thus poses a serious challenge to scientific realism. This paper examines this problem and explores whether scientific (...) realism can be reconciled with evolutionary epistemology. The paper argues that critical rationalism (CR), a philosophical approach that rejects justificationism and emphasizes the role of criticism, rationality, and objectivity in science, can provide a viable framework for integrating scientific realism and evolutionary epistemology. The paper shows that by adopting a non-justificationist fallibilist stance toward scientific theories, CR can reconcile the realist and the evolutionary views on scientific knowledge. (shrink)

In this paper, the authors consider the intersections of philosophy and education. Extending the concept of a minor pedagogy first presented by Mazzei and Smithers (Citation2020), the authors reorient thinking toward more equitable and just pedagogy as a cultivation of difference. This paper has three major sections. In the first two, the authors review Deleuze and Guattari’s (Citation1986, Citation1987) concept of the minor, and then connect this to the concept of a minor pedagogy. The final section explores the work of (...) a minor pedagogy as continuous variation with the potential to engender difference. Given that racialized neoliberal efficiency and accountability movements have perpetuated injustice across generations, the work of educational practice that contests this must be practice that slips from these major grips to produce new, more just, worlds. Minor pedagogy produces educational justice through everyday shifts in the conditions of our collective possibility, shifts that manifest difference in ways that reject re-form in the pursuit of the not yet. (shrink)

This manuscript is about how to start from relying on science to be more certain about Christianity. This is because science is so pervasive in our everyday life that we expect that it works almost every time. However, when it comes to Christianity, we need to have faith because most of the time God does not appear to respond to us. Therefore, we feel uncertain about beliefs in Christianity. Instead of being uncertain, this manuscript tries to find a way so (...) that we are more certain about our beliefs in Christianity. We borrow our method to be certain from science. Science faces a similar situation as in believing in Christianity because its knowledge is fallible. Scientists themselves cannot be certain that the scientific knowledge is true all the time. So, they rely on a method called hypothesis testing to make their decisions to believe or not in scientific knowledge. We borrow this method to believe in Christianity. Therefore, we need evidence to make our decision of belief. We mention some evidence from past miracles to help us to make decisions. These include Eucharistic miracles, Marian apparitions, incorruptible corpses, etc. After we decide to believe in Christianity, we work out a theory of Christianity based on the salvation plan of God. We try to substantiate the principles in the theory by referencing testimonies from the Bible and from evidence of miracles that happened. We show that these principles are related to models and experiments that we formulate based on our beliefs in Christianity. Having obtained an understanding of Christianity like a (historical) science, we formulate our practice as a Christian. (shrink)

There are two overarching questions that guide this paper: What are some potential issues with the criterion for judgemental rationality as developed by Bhaskar? How can critical realism itself be justified without foundationalist assumptions or an infinite regress of justification? The paper considers how Bhaskar’s criterion for theory choice – developed in the natural sciences – can also be applied in the social sciences, how a criterion developed within epistemic relativity can be applied to overcome judgemental relativity, and explores justification (...) of critical realism and of research inspired by this philosophy of science. It will be argued that a fractal form of justification can be an important approach to justify critical realist philosophy and its meta-philosophy (or ‘the philosophy of philosophy’). I also seek to demonstrate that such fractal justification, and insights from other fractally coherent philosophies, can be helpful to provide answers to several of the issues with Bhaskar’s criterion for judgemental rationality that are presented. (shrink)

The fact that philosophy has not made much progress in finding answers to its big questions is often demonstrated with a comparison to natural sciences. Some have recently argued that the state of progress in philosophy is not so different than the sciences: there are many unresolved big questions in the sciences too, and philosophy has made progress on its smaller questions just like the sciences. I argue that this comparison is misleading: the situation in the two fields looks similar (...) only if we focus on unresolved scientific questions that have philosophical import. The sciences have made progress on many questions that are significant but that are not ‘big’ in a philosophical sense, while philosophy has made less progress on its own significant questions. Moreover, ‘smaller’ questions in the sciences are significant in themselves, while smaller questions in philosophy do not have much significance beyond their contribution to the bigger debates. I conclude with brief remarks about what underlies the disparity between the two fields: to understand the slow pace of progress in philosophy we should pay attention to factors that are at the intersection of the nature of philosophical questions, current philosophical methodology and the sociology of academic philosophy. (shrink)

Structural realists claim that structure is preserved across instances of radical theory change, and that this preservation provides an argument in favor of realism about structure. In this paper, I use the shift from Newtonian gravity to Einstein’s general relativity as a case study for structural preservation, and I demonstrate that two prominent views of structural preservation fail to provide a solid basis for realism about structure. The case study demonstrates that (i) structural realists must be epistemically precise about the (...) concrete structure that is being preserved, and (ii) they must provide a metaphysical account of how structure is preserved through re-interpretation in light of a new theory. Regarding (i), I describe a means of epistemic access to the unobservable that I call “thick detection” of structure, which isolates the structure that will be preserved. Regarding (ii), I argue that thickly detectable structure is preserved across theory change through a process of extracting the old structure from the new structure, much like what has been done with geometrized versions of Newtonian gravity. With these two responses in hand, the structural realist can adequately account for the preservation of structure and can provide a strong argument in favor of structural realism. (shrink)

The ability to recognize and correct errors in one's explanatory understanding is critically important for learning. However, little is known about the mechanisms that determine when and under what circumstances errors are detected and how they are corrected. The present study investigated thought experiments as a potential tool that can reveal errors and trigger belief revision in the service of error correction. Across two experiments, 1149 participants engaged in reasoning about force and motion (a domain with well‐documented misconceptions) in a (...) pre‐training—training—post‐training design. The two experiments manipulated the type of mental model manipulated in the thought experiments (i.e., whether participants reasoned about forces acting on their own bodies vs. on external objects), as well as the level of relational and argumentative reasoning about the outcomes of the thought experiments. The results showed that: (i) thought experiments can serve as a tool to elicit inconsistencies in one's representations; (ii) the level of relational and argumentative reasoning determines the level of belief revision in the service of error correction; and (iii) the type of mental model manipulated in a thought experiment determines its outcome and its potential to initiate belief revision. Thought experiments can serve as a valuable teaching and learning tool, and they can help us better understand the nature of error detection and correction systems. (shrink)

The humanities have begun to embrace self-consciously the idea that our present age has exhausted the plausibility of philosophical humanism. This paper attempts to explain the condition of our posthumanism as the result of a tacit deferral to an exclusively scientific picture of the reality behind all causal explanations. A new role for the philosophy of religion therefore arises in the need and opportunity to reconsider the supernatural, and specifically supernaturalism about mind/body substance dualism, in order to maintain a reasonable (...) optimism about humanity’s identity and significance as a privileged kind, despite the apparent indifference of our universe to personhood. The basis for this optimism is arguably the otherwise inexplicable power and reach of scientific explanation. Ultimately, the resulting supernatural posthumanism is suggested to yield new confidence and motivation towards evaluating competing sources of putative divine revelation philosophically. (shrink)

In this paper, we reconsider the notion of epistemic trespassing and attempt to explore possible scenarios in which it could lead to positive outcomes in scientific research and information dissemination. As we will point out, some of the significant discoveries in the history of science would not have been possible were it not for the epistemic trespassers, whose shift in paradigm changed the approach to specific issues for the better. Furthermore, we will present instances where individuals, often labeled as ‘trespassers’ (...) – those who venture into fields outside their expertise – can be considered trustworthy and reliable sources of testimony. Consequently, epistemic trespassing turned out to be essential for the advancement of science. Epistemic trespassing in our age is virtually inevitable – whether it be from a political perspective (to preserve democratic values) or due to purely practical reasons (i.e. searching for information online). There are interdisciplinary fields where a strictly negative characterization of epistemic trespassing would question their methodology since these disciplines rely on experts from various fields. For these reasons, we advocate for a more charitable approach to epistemic trespassing and greater public education to help them distinguish between correct and false information. (shrink)

This paper presents and argues for a contemporary version of skepticism: neo-Pyrrhonism. Interest in the history of skepticism engendered a new, more complex and attractive conception of skepticism. Accordingly, many philosophers now claim they are skeptics. In line with what they say, I develop neo-Pyrrhonism as I see it. It has a negative part, in which dogmas are criticized, and a positive one: first, the neo-Pyrrhonist lives his life according to his skeptical principles and following everyday life, and, second, he (...) is able to describe philosophically his skeptical view of the world, thereby offering possible solutions to philosophical problems empirically conceived. (shrink)

In this short essay I address the central topic of the Centenary Workshop on Acidity, that is the relations of the classical protonist acid–base theory by Brønsted and the electronist approach by Lewis. Emphasis is laid on the empirical background of both approaches and the over-theoretization of chemical phenomena (essentialism) is criticized.

According to predictive processing, an increasingly influential paradigm in cognitive science, the function of the brain is to minimize the prediction error of its sensory input. Conceptual engineering is the practice of assessing and changing concepts or word meanings. We contribute to both strands of research by proposing the first cognitive account of conceptual engineering, using the predictive processing framework. Our model reveals a new kind of implementation problem as prediction errors are only minimized if enough agents embrace conceptual changes. (...) This problem can be overcome by emphasizing the importance of social norms and conceptual pluralism. (shrink)

This article starts by defining instrumentalized knowledge (IK) as the practice of selectively valuing some set of reliable beliefs for the promotion of a more generally false or unreliable worldview. IK is typically exploited by conspiratorial echo chambers, which display systematic distrust and opposition towards mainstream epistemic authorities. We argue that IK is problematic in that it violates core epistemic virtues, and this gives rise to clear and present harms when abused by said echo chambers. Yet, we contend, mainstream epistemic (...) authorities (MEAs) are also complicit in practices resembling IK; we refer to these practices as instrumentalized knowledge* (IK*). IK* differs from IK in that the selective valuing of beliefs corresponds to a ”reliable” worldview, namely, one independently verified by the relevant epistemic experts. We argue that IK*, despite its apparent veracity, is also problematic, as it violates the same epistemic virtues as IK despite its aim of promoting true beliefs. This, we argue, leads it to being counterproductive in its goal of producing knowledge for the sake of the pursuit of truth, thereby raising the question of what distinguishes virtuous from nonvirtuous practices of instrumentalized knowledge. In an attempt to avoid this violation and to distinguish IK* from IK, we investigate whether and how IK* could still be epistemically virtuous. We conclude that IK* can be virtuous if its goal is to produce understanding as opposed to mere knowledge. (shrink)

Scientific publications depict science as an orderly endeavour and the epitome of rationality. In contrast, scientific practice is messy and not strictly rational. Here, I analyse this inconsistency, which is recurrent, and try to clarify its meaning for the functioning of science. The discussion is based on a review of relevant literature and detailed analysis of the role of each of the three intervening elements, the scientist, his/her practice and the scientific publication, with an emphasis on the circular mode of (...) the latter’s creation. This way, I will discuss the nature, causes and relevance of the inconsistency. That corresponds to answering three questions, respectively: ‘what are the characteristics of the inconsistency?’, ‘what are its origins?’ and ‘how could it be interpreted within a model for the structure and functioning of science?’ From this discussion it is concluded that, contrary to the negative character generally attributed to it, the inconsistency between practice and reporting is part of the production mechanism of science. (shrink)

The Churchlands are notorious for their theory of eliminative materialism (EM). This theory has become associated with scientism and a possible death of philosophy. In this article, I will closely examine the most common accusations made against EM and try to give an overall assessment of them. The conclusion is that EM survives most of the criticisms levelled against it. For sure, there are many things to do to improve on the current form of the theory, but none of them (...) seems to be unsurpassable. The charges of blind enthusiasm, reductionism, neuroscience exceptionalism and scientism originate from widespread misconceptions about the nature of actual science. Furthermore, the objection that EM is self-defeating is answered. (shrink)

If one compares various skeptical arguments about our perceptual beliefs with arguments against scientific realism one immediately notices important similarities. Skeptical arguments about perceptual beliefs are often based on the premise that all of our perceptual beliefs could be wrong. Our experience is consistent with many different states of affairs; some familiar examples are hallucination, an evil demon, and brains in a vat. Thus it is claimed we have no reason to believe that the perceptual beliefs we normally form are (...) true and alternative beliefs are false.One of the most powerful arguments against scientific realism is based on the claim that our data underdetermines our theory. There exist empirically equivalent theories, which means that there is no observation that could lead us to accept one and reject the other. Each member of a class of empirically equivalent theories will be equally supported by the evidence. (shrink)

This paper aims to contribute a design-focused perspective on the ‘alternative paradigm research’ discussion. To clarify the aspect of ‘design-focus’ that we wish to refer to, we will use the term ‘areas of design practice’ to cover those activities that focus on the conception and production of artefacts, in contrast to the activities of theorizing and writing histories. The literature on academic research in areas of design practice encompasses a board range of subjects and terminology -- it refers to the (...) creative and performing arts, the arts, design, etc., however what we take to be common in the literature is an interest in research involving the creation of original artefacts. In this paper, we cluster together the currently academicized, previously vocational areas. -/- We claim that researchers in different disciplines operate in different research paradigms owing to different worldviews. A worldview is determined by a set of foundational beliefs that are taken on faith, and a research paradigm is defined by axioms and assumptions that are a consequence of that worldview. For example, the scientific view of the world is that it exists independently from the individual and the individual’s thoughts about it; and it is possible to find out objective facts about the world by following certain procedures. This worldview conditions a research paradigm with an ontology of a real external world; that methodologically the data that is collected in procedurally appropriate ways will yield objective facts about that world; and that epistemologically the researcher stands in a disengaged relation to the world that is being investigated. The procedures that are regarded as appropriate within a particular research paradigm form the research models that are acceptable in that paradigm, and these research models determine what one should do in order to extend knowledge in a particular subject. Of course, the scientific worldview is not the only one, and this paper will contrast it to the design worldview as indicating the emergence of a unique research paradigm. -/- The relationship between a community’s worldview and the academic models that it adopts may be functional or dysfunctional. We claim that the relationship in the areas of design practice is often dysfunctional. This is because the academic model has not developed authentically in relation to its fundamental beliefs, but has done so in response to external forces for academicization. When pushed into the academy, areas of design practice did not possess their own academic models that were effectively linked to its worldview. We claim that, as a result, these areas simply co-opted research models from other disciplines. -/- The paper proposes a rationalistic approach for investigating the relationship between worldview and research paradigm -- between fundamental beliefs, theoretical concepts and methodology in research models. The rationalistic approach enables a critique, which reveals that there are indeed problematic issues with adopting academic models from other research paradigms in an uncritical way, and concludes that areas of design practice should be investigated as an example of a distinct worldview. (shrink)

This paper presents a program of action for the philosophy of regulatory science, based on a general theory of social epistemology. Two candidates are considered. The first one, offered by Alvin Goldman, is not fit for our purposes because it is focused on a veritism incompatible with non‐epistemic aims of regulatory science. The second, championed by Steve Fuller, sociologically investigates the existing means of producing knowledge, to modify them with the goal of obtaining democratic aims through action on a legislative (...) meta‐level. The program has been built upon this procedure, instantiated by the identification, characterization, and modification of epistemic policies. (shrink)

Issues of methodology are central to the philosophy of moral progress. However, the idea that effective moral methodology, as well as being instrumental to progress, might also constitute progress has not been adequately explored. This paper will critically assess the merits of this idea – what I call ‘pure proceduralism about moral progress’ – taking Philip Kitcher's recent theory of ‘democratic contractualism’ (2021) as a test case. An epistemology of pure procedural moral progress will be sketched: namely, a naturalised epistemology (...) of paradigmatic instances of moral progress. Assuming an ideal procedure exists and has been at least approximately instantiated (an empirical claim), we learn about its form by studying paradigms of historical moral progress. From this epistemological method will be derived theoretical constraints on what can count as a theory of moral progress per se: it must capture the core semantic constraints on the term ‘moral progress,’ those features without which we would not recognise a change as moral progress. While this poses a tougher challenge for pure proceduralism than for more traditional approaches to moral methodology, it will be concluded that the potential of pure proceduralism as a viable metaethics of moral progress remains an exciting open question. (shrink)

Recent authors hold that the role of historical scholarship within contemporary philosophical practice is to question current assumptions, to expose vestiges or to calibrate intuitions. On these views, historical scholarship is dispensable, since these roles can be achieved by nonhistorical methods. And the value of historical scholarship is contingent, since the need for the role depends on the presence of questionable assumptions, vestiges or comparable intuitions. In this paper I draw an analogy between scientific and philosophical practice, in order to (...) float one role for historical scholarship that is nonreplicable and noncontingent. It has long been acknowledged that cognitive values – features of theories that facilitate understanding, such as ontological parsimony, ideological simplicity, computational ease and fecundity – play a key role within science. The role of some of these values within philosophy also has received attention but left understudied are the values of novelty and conservativeness. These values influence theory choice, the selection of methodology, the setting of research agenda, and the presentation of results; and are best assessed with a historically informed evaluation. This role for historical scholarship is not replicable by nonhistorical methods, and is not contingent on the presence of questionable assumptions, vestiges or comparable intuitions. (shrink)

Despite decades of research and thought on the meaning and identification of revolutions in science, there is no generally accepted definition for this concept. This paper presents 13 different characteristics that have been used by philosophers and historians of science to characterize revolutions in science, in general, and in chemistry, in particular. These 13 characteristics were clustered into six independent factors. Suggestions are provided as to the use of these characteristics and factors to evaluate historical events as to their possible (...) categorization as revolutions in chemistry. Challenges to the goal of creating a consensus definition of “revolutions in science” are also presented in this publication. (shrink)

Intellectual courage requires acting to promote epistemic goods despite significant risk of harm. Courage is distinguished from recklessness and cowardice because the expected epistemic benefit of a courageous action outweighs (in some sense) the threatened harm. Sometimes, however, inquirers pursue theories that are not best supported by their current evidence. For these inquirers, the expected epistemic benefit of their actions cannot be explained by appeal to their evidence alone. The probability of pursuing the true theory cannot contribute enough to the (...) expected epistemic benefit for the action to count as courageous rather than reckless. Thus, there must be some other epistemic consideration which favors their action, besides evidence for their theory. I argue that the proper account of intellectual courage requires recognition of inquisitive reasons: a distinct category of epistemic reasons which concern successful inquiry. This category includes reasons to think a theory itself is promising, e.g., that the theory suggests potentially fruitful new research. It also includes social epistemic reasons, e.g., that pursuing a theory will improve the distribution of cognitive labor. Inquisitive reasons help explain why researchers who pursue improbable theories count as intellectually courageous, rather than reckless. The expected epistemic benefit of an action is partially determined by the inquisitive reasons in its favor. On my account, intellectually courageous inquiry requires acting in a way that is sensitive to inquisitive reasons. (shrink)

Members in society make ubiquitous use of examples as a resource to engage in their everyday and specialized activities. This paper takes the resourcefulness of exemplification as a topic of inquiry by focusing on the formulative phrase “for example,” investigating its interactional work within the analytic framework of ethnomethodology and conversation analysis. The data used consists of 11 h of video-recordings of English as a Foreign Language classroom lessons over a semester. We conceptualize exemplification as a holistic configuration (_gestalt_) where (...) its work consists in the production and recognition of a pair, namely the _exemplifying component_ and the _exemplified component_. We demonstrate how the teacher and students position the formulative phrase as a recognizable practice for the organization of two distinct actions: _accounting for one’s opinion_ and _confirming an understanding_. Our findings also present the different forms of exemplification, including elaborate narrative constructions, single terms or phrases, and specimen performances. (shrink)

The question of truth is central to current discussions in both of the major contemporary styles of philosophizing. In the Anglo-American linguistic and empiricist tradition there is a lively response (some might say backlash) to apparent difficulties caused by recent recognition of theory change and meaning variance in science. And within the Continental hermeneutio tradition there is raised the central question of the truth status of interpretations in the cultural sciences where these appear not to be subject to the criteria (...) of empirical science. Let me say straight away that I believe that the almost universal dependence on versions of the correspondence theory of truth among analytical philosophers will prove seriously inadequate to both forms of the epistemological problem, and that we have to face here a deep challenge to many entrenched assumptions of empiricism — assumptions that are too infrequently brought to the light of day in these discussions.2. (shrink)

Traditionally, accounts of natural kinds have run the gamut from strongly conventionalist to strongly realist views. Recently, however, there has been a significant shift toward more conventionalist-sounding positions, even (perhaps especially) among philosophers interested in scientific classification. The impetus for this is a trend toward making anthropocentric features of categories, namely, capacities to facilitate human epistemic (and other) interests via inductive inference, central to an account of kinds. I argue that taking these features seriously is both defensible and compatible with (...) conventionalism, but not compatible with a traditional realism about kinds specifically. Moreover, hopes of achieving compatibility by revising and extending kind realism—into what I call “hyperrealism”—face an insuperable dilemma. The news for realists is not all bad, however: though kind realism proves untenable, closely associated realisms underlying the objectivity of kind discourse may be viable nonetheless. (shrink)

This paper attempts to delineate a kind of realism, which incorporates some anti-realistic insights regarding the perspective, situated, and historical character of our forms of knowing and being in the world, and which resonates with the basic tenets of Christian theism. The first part of the paper analyzes the challenges anti-realism poses to Christian theism, particularly regarding the role, which the doctrine of creation played in securing the correspondence theory of truth as well as the fundamental experience of God as (...) the foundation of order and meaning. Using Heidegger’s hermeneutics in the second part, it is shown that epistemic pluralism can be made compatible with realism. Given that this form of hermeneutic realism still has problems with integrating the transcendence of God, as well as his/ her presence and action in the “world,” the notion of continuous co-creation as the basis for a pluralist realism that is amenable to Christian theism is explored in the final part. (shrink)

This article revisits Karl Popper’s falsificationist methodology with respect to three tasks. The first is to illuminate and systematize Popper’s methodological views in light of his core epistemological commitments. A second and related objective is to gauge which aspects of falsificationism should be identified as “conventionalist”—a label that Popper himself uses (albeit with qualifications) but that is compromised by and, thus, stands in need of elucidation because of Popper’s idiosyncratic understanding of conventionalism. Third, by elaborating Popper’s virtue-epistemological, dialogical model of (...) rationality, I show how Popper’s conventionalism, fallibilism, and critical rationalism form a coherent system. This system allows Popper to accord science the status of a privileged source of knowledge—without naïve appeal to authority. My systematization of Popper’s views yields an intrinsically and exegetically more satisfactory reading of Popper’s falsificationism than usual presentations. Thanks to its marked flexibility and methodological liberalism, it bypasses many standard objections but still offers sound and relevant methodological advice. With its “virtue-methodological” thrust, Popper sketches an original and promising approach to methodology, the fertility of which deserves further exploration for contemporary debates. (shrink)

This article examines the intrinsic and instrumental value of higher education, in relation to jobs that do not exist anymore and jobs that do not exist yet.

Not only our conscious expectations, wishes and intentions are directed towards the future, but also pre- or unconscious tendencies, hunches and anticipations. Using a term of Ernst Bloch, they can be summarized as the not-yet-conscious. This not-yet-conscious mostly unfolds spontaneously and without plan; it is not directly anticipated or aimed at, but rather comes to awareness in such a way that the subject is, as it were, surprised by itself. Thus it gives rise to phenomena such as the striking, the (...) coincidental, the new, and the improvised, which are particularly important for understanding creative and therapeutic processes. The paper aims at providing a general phenomenological framework for the understanding of not-yet-conscious dynamics and their unfolding in different contexts. To this end, the structure of the not-yet-conscious is examined in light of protention, in which the phenomenon is fundamentally to be located. I propose to describe the general structure of protention as a future-directed horizon of graded probabilities, i.e., as a “protentional cone”. This cone is fed by current experiences and bodily tendencies and is focused to varying degrees by attention. This results in either more focused or rather defocused states of anticipation, the latter giving space to the not-yet-conscious as a meaning “in statu nascendi”. On this basis, selected manifestations of the not-yet-conscious are analyzed, including extemporaneous speech, artistic improvisation and creativity, bodily meaning implicates, decision-making, and meaningful coincidence. (shrink)

Truth is an ethical relation. Facts, whether descriptions of the physical world or of historical events, are necessarily mediated by our frames of reference. This contingency opens a space for disagreement that cannot be adjudicated by an absolute standard of truth. For those seeking power or profit, the temptation to exploit this state of undecidability is strong. When many question the institutions that broker meaning – science, the professions, the media – rumors, misinformation, deliberate distortions and falsehoods all proliferate. In (...) the digital age, the ‘made’ is swiftly supplanted by the made-up. The remedy for this predicament is not technological or factual, but ethical and social. The normative resources for this project lie in our everyday ethic of communication and in the ideal of democracy as shared authority. Whether we can address this predicament effectively is uncertain. But the nature of the problem is clear: It is not that we live in a ‘post-truth’ age, but rather that we are facing a crisis of democratic society as such. It is not so much that we lost sight of truth, as that we have lost sight of one another. (shrink)

The purpose of this article is to show that the customary understanding of epistemic progress as a kind of belief change is incomplete and that conceptual change has to be acknowledged as a crucial driving force in epistemic progress. The author’s argument for the epistemological relevance of conceptual change proceeds as follows. First, he develops an account of conceptual change that clearly distinguishes conceptual change from belief change. He then takes a closer look at two kinds of conceptual change that (...) are of special interest from an epistemological point of view. He calls them “disclosing” conceptual change and “revisionary” conceptual change. He then shows that the idea of epistemic value that demarcates the realm of epistemological inquiry applies to concepts and conceptual change. (shrink)

Philosophers of science are divided over the interpretations of scientific normativity. Larry Laudan defends a sort of goal-directed rules for scientific methodology. In contrast, Gerard Doppelt thinks methodological rules are a mixed batch of rules in that some are goal-oriented hypothetical rules and others are goal-independent categorical rules. David Resnik thinks that the debate between them is at a standstill now. He further thinks there are certain rules, such as the rule of consistency which is goal independent. However, he proposes (...) a holistic understanding of the scientific methodology. Taking a thread from Resnik, the present paper also advocates a holistic understanding of the scientific methodology. Given that many scientific practices deal with systems, the focus will be given to the systems by assuming each as a constellation of methodological norms. By taking each system as a set of mutually supportive methodological rules whose instrumental values underwrite the coherence relation among them, the paper aims to provide what could be a viable holistic epistemological account that can explain scientific normativity at work in a scientific system. The paper will lay down specific holistic criteria for understanding the scientific methodology. They will be used to show how a holistic account could satisfactorily account for the success of the Compact Muon Solenoid (CMS) experiment in discovering the Higgs boson and how the holistic account can account for the instrumental error behind the apparent faster-than-light neutrino anomaly of the Oscillation Project with Emulsion-t Racking Apparatus (OPERA) experiments respectively. (shrink)