I present and evaluate three interpretations of methodological naturalism (MN), the principle that scientific explanations may only appeal to natural phenomena: as an essential feature of science, as a provisional guideline grounded in the historical failure of supernatural hypotheses, and as a synthesis of these two approaches. In doing so, I provide both a synoptic overview of current scholarship on MN, as well a contribution to that discussion by arguing in favor of a restricted version of MN, placing it on (...) a firmer theoretical foundation than that supplied by previous studies, and replying to recent objections. (shrink)

It is widely supposed that methodological naturalism, understood as a thesis about the methodology of science, is metaphysically neutral, and that this in turn guarantees the value-neutrality of science. In this paper we argue that methodological naturalism is underpinned by certain ontological and epistemological assumptions including evidentialism and the causal closure of the physical, adoption of which necessitates commitment to metaphysical naturalism.

It is widely supposed that methodological naturalism, understood as a thesis about the methodology of science, is metaphysically neutral, and that this in turn guarantees the value-neutrality of science. In this paper we argue that methodological naturalism is underpinned by certain ontological and epistemological assumptions including evidentialism and the causal closure of the physical, adoption of which necessitates commitment to metaphysical naturalism.

Several metaphysical naturalists argue that the success of science, together with the claim that scientists adhere to methodological naturalism, amounts to strong evidence for metaphysical naturalism. I call this the scientific-success argument. It is argued that the scientific-success argument is similar to the no-miracles argument for realism in philosophy of science. On the no-miracles argument, the success of science is taken as strong evidence that scientific theories are true. Based on this similarity, some considerations relevant to one argument may also (...) be relevant to the other. One particular consideration is explored. The selectionist response to the no-miracles argument states that on an evolutionary model of science, in which scientific theories are accepted only after surviving a rigorous selection process, the no-miracles argument fails. The selectionist response also applies to the scientific-success argument. If scientific theories are selected for success, we do not need to explain the success of science by appealing to metaphysical naturalism. (shrink)

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)

For a long time, philosophers of science have expressed little interest in the so-called demarcation project that occupied the pioneers of their field, and most now concur that terms like “pseudoscience” cannot be defined in any meaningful way. However, recent years have witnessed a revival of philosophical interest in demarcation. In this paper, I argue that, though the demarcation problem of old leads to a dead-end, the concept of pseudoscience is not going away anytime soon, and deserves a fresh look. (...) My approach proposes to naturalize and down-size the concept, anchoring it in real-life doctrines and fields of inquiry. First, I argue against the definite article “the” in “the demarcation problem”, distinguishing between territorial and normative demarcation, and between different failures and shortcomings in science apart from pseudoscience. Next, I argue that pseudosciences can be fruitfully regarded as simulacra of science, doctrines that are not epistemically warranted but whose proponents try to create the impression that they are. In this element of imitation or mimicry, I argue, lies the clue to their common identity. Despite the huge variety of doctrines and beliefs gathered under the rubric of “pseudoscience”, and the wide range of defects from which they suffer, pseudosciences all engage in similar strategies to create an impression of epistemic warrant. The indirect, symptomatic approach defended here leads to a general characterization of pseudosciences in all domains of inquiry, and to a useful diagnostic tool. (shrink)

Alvin Plantinga’s evolutionary argument against naturalism (EAAN) claims that if both naturalism (N) and evolutionary theory (E) are true, then all our beliefs are unreliable (premiss 1). Consequently, given N&E, the belief in N&E is unreliable (premiss 2) and N&E is self-defeating (conclusion). The empirical verification argument against naturalism (EVAAN) is more cautious and improves EAAN by withstanding a rejoinder of the evolutionary naturalist to premiss 1. EVAAN claims that non-abstract beliefs that are not empirically verifiable are unreliable, given N&E (...) (premiss 1a). This anticipates the evolutionary naturalist’s claim that empirical verifications play a crucial role in peer assessments and sexual selection of intelligence, and that, therefore, N&E makes empirically verifiable beliefs often reliable (premiss-1 rejoinder). However, even then it can be argued that the belief in N&E is unreliable, given N&E (premiss 2), because N&E is neither abstract, nor empirically verifiable (premiss 1b). EVAAN distinguishes reliably verifiable intelligence from metaphysical intelligence and claims that, if N&E is true, humans are lacking metaphysical intelligence. This paper also contains an argument against EAAN, by supporting the premiss-1 rejoinder. (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)

This paper will attempt to offer a defence of to the Multiverse (MV) hypotheses, in the context of the theistic Fine Tuning Argument (FTA). It will be argued that theistic proponents of the FTA who argue that the MV hypothesis commits the Inverse Gambler’s Fallacy (IGF) are, themselves, guilty of moving the goalposts when it comes to assessing the validity of the MV hypothesis. The Cosmic Slot Machine analogy will be used to demonstrate how the This Universe Objection (TUO), first (...) outlined by White (2000) and further clarified by Draper et al (2007), fails to adequately account for the anthropic principle (or selection effect). (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)