The question of where the knowledge comes from when we conduct thought experiments has been one of the most fundamental issues discussed in the epistemological position of thought experiments. In this regard, Pierre Duhem shows a skeptical attitude on the subject by stating that thought experiments cannot be evaluated as real experiments or cannot be accepted as an alternative to real experiments. James R. Brown, on the other hand, states that thought experiments, which are not based on new experimental evidence (...) or logically derived from old data, called the Platonic thought experiment, provide intuitive access to a priori knowledge. Unlike Brown, John D. Norton strictly criticizes the idea that thought experiments provide mysterious access to the knowledge of the physical world, and states that thought experiments cannot provide knowledge that transcends empiricism. In the context of the NortonBrown debate, in this article, Brown's stance on thought experiments is supported by critically analyzing the thoughts put forward on the subject. -/- Düşünce deneylerini gerçekleştirdiğimizde sonucunda elde edilen bilginin nereden geldiği sorusu düşünce deneylerinin epistemolojik konumuna ilişkin tartışılan en temel konulardan bir tanesidir. Bu doğrultuda, Pierre Duhem düşünce deneylerinin gerçek deneyler ile aynı statüde değerlendirilemeyeceğini ve hatta düşünce deneylerinin gerçek deneylerin bir alternatifi olarak bile kabul edilemeyeceğini belirterek konuya ilişkin şüpheci bir tavır sergilemektedir. James R. Brown ise yeni deneysel kanıtlara dayanmayan ya da eski verilerden mantıksal olarak türetilmeyen, Platoncu düşünce deneyi olarak adlandırılan düşünce deneylerinin a priori bilgiye sezgisel erişim sağladığını ifade etmektedir. Brown’ın aksine, John D. Norton düşünce deneylerinin fiziksel dünyanın bilgisine gizemli bir erişim sağladığı yönündeki düşünceyi kesin bir dille eleştirmekte ve düşünce deneylerinin ampirizmi aşan bir bilgi sağlamasının mümkün olamayacağını ifade etmektedir. Norton-Brown tartışması çerçevesinde bu makalede, Brown'un düşünce deneylerine ilişkin tutumu, konuyla ilgili düşüncelerin eleştirel olarak analiz edilmesiyle desteklenmektedir. (shrink)

According to a recent philosophical claim, “works of fiction are thought experiments” (Elgin 2007: 47), though there are relevant differences, as the role of spoilers shows—they can ruin a novel but improve the understanding we can gain through a thought experiment. In the present article I will analyze the role of spoilers and argue for a more differentiated perspective on the relation between literature and thought experiments. I will start with a short discussion of different perspectives on thought experiments and (...) argue that the mental-model view and the conception of games of make-believe are most promising for developing the present analogy. Then I will assess the similarities and differences between thought experiments and other works of fiction. I will focus on the role of spoilers and, more generally, on the foretaste context, of which they are part. This context guides readers of literary works of art to draw their attention to the literary and aesthetic quality of the text. In the case of thought experiments, on the other hand, it (i) prompts them to accept the presence of fictional elements in worldly-cognitive works and (ii) draws their attention towards cognitively relevant elements of the story. A discussion of Borges’ Pierre Menard in the last part will show that literary works of art become thought experiments if they are embedded in an appropriate foretaste context. Spoilers, thus, unveil that even works which—due to their length or plenty of detail—usually are not considered thought experiments, can perform similar cognitive functions. (shrink)

This article investigates the relationships between forms of humor that conjure up possible worlds and real-world social critiques. The first part of the article will argue that subversive humor, which is from or on behalf of historically and continually marginalized communities, constitutes a kind of aesthetic experience that can elicit enjoyment even in adversarial audiences. The second part will be a connecting piece, arguing that subversive humor can be constructed as brief narrative thought experiments that employ the use of fictionalized (...) scenarios to facilitate an open, playful attitude, encouraging a space for collaborative interpretation. This interaction between humorist and audience is an aesthetic experience that is enjoyable in and of itself, as the feelings of mirth are intrinsically valuable. But connected to the “Ha-ha!” experience of these sorts of humorous creations is an “Aha!” or potentially revelatory experience that is a mixture of cognitive comprehension and motivated (emotional) response. The third part of the article will attempt to go beyond the consciousness-raising element with an account of how such possible worlds created in the realm of imagination through subversive humor can bleed into the real world of flesh and blood people. Finally, an example of subversive humor will be analyzed. (shrink)

This is the introduction to the Routledge Companion to Thought Experiments.

We argue that many intuitions do not have conscious propositional contents. In particular, many of the intuitions had in response to philosophical thought experiments, like Gettier cases, do not have such contents. They are more like hunches, urgings, murky feelings, and twinges. Our view thus goes against the received view of intuitions in philosophy, which we call Mainstream Propositionalism. Our positive view is that many thought-experimental intuitions are conscious, spontaneous, non-theoretical, non-propositional psychological states that often motivate belief revision, but they (...) require interpretation, in light of background beliefs, before a subject can form a propositional judgment as a consequence of them. We call our view Interpretationalism. We argue (i) that Interpretationalism avoids the problems that beset Mainstream Propositionalism and (ii) that our view meshes well with empirical results in contemporary cognitive science. (shrink)

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Some popular views of Ernst Mach cast him as a philosopher-scientist averse to imaginative practices in science. The aim of this analysis is to address the question of whether or not imagination is compatible with Machian philosophy of science. I conclude that imagination is not only compatible but essential to realizing the aim of science in Mach’s biologico-economical view. I raise the possible objection that my conclusion is undermined by Mach’s criticism of Isaac Newton’s famous “bucket experiment.” I conclude that (...) Mach’s issue lies not with thought experimentation, tout court, but with the improper use of thought experimentation as it relates to the aim of the biologico-economical development of science. (shrink)

This paper is the introduction to the Special Issue “Philosophical Methods”. The Special Issue will be published by Synthese.

semantic minimalism and moderte contextualism.

Contemporary economists deem virtually every piece of reasoning and argumentation in economics a model, forgetting that there may well be other conceptual tools at hand. This article demonstrates that David Hume used thought experiments to make some remarkable breakthroughs in monetary economics, and that this resolves a longstanding debate about an apparent inconsistency in Hume, between the neutrality and non-neutrality of money. In the actual world, money is never neutral for Hume; only in thought experiments does a sudden growth in (...) the money stock result in an identical and hence neutral increase in the price level. Thought experiments isolate tendencies but do not lend themselves to direct confirmation. Moreover, Hume’s dislike for the French model builders, Melon and Quesnay, captures an important juncture in mid eighteenth-century economic discourse regarding the warranted level of abstraction and of idealization. (shrink)

In this thesis, I argue that many identification intuitions, such as one that helps you identify the authorship of a painting you are seeing for the first time, fall under the class of experience-based intuitions. Such identification intuitions cannot arise without intuition generating systems (IGSs) that are shaped by experiences accumulated during one’s life. On my view, experience-based intuitions are produced by domain-general learning systems of hierarchical abstraction which may be modeled by deep convolutional neural networks. Owing to the mechanism (...) of such IGSs, the reliability of experience-based intuition X depends on the quality of the experiences underlying the IGS which produces X. Lastly, I suggest that insofar as some philosophical thought experiments elicit experience-based identification intuitions, we can use the case method to glean information about our experiences as well as uncover certain conceptual commitments. (shrink)

This is the introduction to a special issue of HOPOS on the history of the philosophy of thought experiments.

Some popular views of Ernst Mach cast him as a philosopher-scientist averse to imaginative practices in science. The aim of this analysis is to address the question of whether or not imagination is compatible with Machian philosophy of science. I conclude that imagination is not only compatible, but essential to realizing the aim of science in Mach’s biologico-economical view. I raise the possible objection that my conclusion is undermined by Mach’s criticism of Isaac Newton’s famous “bucket experiment.” I conclude that (...) Mach’s issue lies not with thought experimentation, tout court, but with the improper use of thought experimentation as it relates to the aim of the biologico-economical development of science. (shrink)

Düşünce deneylerine bilimlerde sıkça rastlanmaktadır. Bu deneylerin kullanımı her ne kadar Sokrates öncesi döneme kadar götürülebilse de, on yedinci yüzyılın başından itibaren Galileo, Newton ve Leibniz gibi bilim adamları bu zihinsel araçların önemini kavramıştır. Günümüzde ise, şüphesiz görelilik fiziği ve kuantum mekaniğinde düşünce deneyleri merkezi bir role sahiptir. Bu makalenin amacı bilimsel akılyü-rütmenin bu önemli aracını felsefi bir noktadan hareketle incelemektir. İlk olarak düşünce deneylerine ilişkin kısa bir tarihsel arka plan sağlayarak, bilimlerde kullanımı ele alacağım. Daha sonra iyi bilinen bir (...) düşünce deneyi örneği üzerinden bu deneylerin sergilediği temel özellikleri göstereceğim. Son olarak, düşünce deneylerinin sahip olduğu birçok temel işlevi bazı örnekler üzerinden inceleyeceğim. (shrink)

Thought experiments are one among the oldest and effectively employed tools of scientific reasoning. Hacking (Philos Sci 2:302–308, 1992) argues that thought experiments in contrast to real experiments do not have a life of their own. In this paper, I attempt to show that contrary to Hacking’s contentions, thought experiments do have a life of their own. The paper is divided into three main sections. In the first section, I review the reasons that Hacking sets out for believing in the (...) life of experiments. Second section discusses Hacking’s characterization of thought experiments. The section also reviews his arguments for denying a life to thought experiments. In the third section, I argue for a life of thought experiments. In this section, I discuss the historical evolution of the EPR thought experiment and Galileo’s Free Falling Bodies in detail to show the untenability of Hacking’s arguments. The third section is followed by a conclusion that thought experiments do have a life of their own. (shrink)

My aim is to question whether the introduction of new technologies in society may be considered to be genuine experiments. I will argue that they are not, at least not in the sense in which the notion of experiment is being used in the natural and social sciences. If the introduction of a new technology in society is interpreted as an experiment, then we are dealing with a notion of experiment that differs in an important respect from the notion of (...) experiment as used in the natural and social sciences. This difference shows itself most prominently when the functioning of the new technological system is not only dependent on technological hardware but also on social ‘software’, that is, on social institutions such as appropriate laws, and actions of operators of the new technological system. In those cases we are not dealing with ‘simply’ the introduction of a new technology, but with the introduction of a new socio-technical system. I will argue that if the introduction of a new socio-technical system is considered to be an experiment, then the relation between the experimenter and the system on which the experiment is performed differs significantly from the relation in traditional experiments in the natural and social sciences. In the latter experiments it is assumed that the experimenter is not part of the experimental system and is able to intervene in and control the experimental system from the outside. With regard to the introduction of new socio-technical systems the idea that there is an experimenter outside the socio-technical system who intervenes in and controls that system becomes problematic. From that perspective we are dealing with a different kind of experiment. (shrink)