This paper is an attempt to clarify why Ludwig Boltzmann from about 1895 to 1905 seemed to adopt a series of extreme epistemological positions, ranging from phenomenalism to pragmatism, while emphatically rejecting what he called ‘metaphysics’ (by which he meant all traditional philosophy). He concluded that all philosophical differences were merely linguistic and most were ultimately meaningless. But at about the time that young Ludwig Wittgenstein began absorbing these desperate ideas (1905), Boltzmann himself under the influence of Franz Brentano seemed (...) to assume a type of representationalism about the external physical world, while in his own mind adopting it for pragmatic reasons. Why? Because “it worked”. He seems to have defended his non-representationalist Bildtheorie on similar grounds, but his suicide followed shortly (1906). (shrink)

Ernst Mach was the first to write on the question of the implications on human knowledge, scientific knowledge and science education resulting from the evolutionary theory (i.e. the ideas by Lamarck, Erasmus Darwin, Spencer or Wallace as synthesised by Charles Darwin 1859 in his Origin of the Species). The ideas made a consistent genetic world view possible, which develops all scientific ideas (from all sciences) and experiences from the senses. Mach described this as the “adaptation of the thoughts to the (...) facts and the facts to each other” (Mach 1905). For Mach, science education is the key to identify the necessary changes as well as implementing them. The question is how can we as humans adapt(Adapt and adaptation is meant here as a reciprocal process between the “world” and the “self”. The individual and the world are not separate, but the individual and human thoughts are part of “the world”, as well as “the world” is a necessary part of human perception and thinking. This is Mach’s monism. For Mach (and for Richard Avenarius) the separation of the “world” and the “self” is only the result of a pragmatic adaptation of the individual to the fact that some clusters of sensual impressions (one’s own body perception) are more consistent over time than others. Initially for the child there is no such separation. For instance, the concept of the “others” is constructed before a consistent concept of self.) our thoughts to a consistent world view, which is plastic, i.e. itself continuously adapting and transforming. (shrink)