The main question of this article is given by its title: how inclusive is European philosophy of science? Phrased in this way, the question presupposes that, as a mature discipline, philosophy of science should provide an inclusive account of its subject area. I first provide an explanation of the notion of an inclusive philosophy of science. This notion of an inclusive philosophy of science is specified by discussing three general topics that seem to be missing from, or are quite marginal (...) in, restricted philosophy of science. These topics are the philosophy of historical inquiry, the role of technology in science, and the socio-political and moral dimensions of science. On this basis, I address the question whether European philosophy of science qualifies as more inclusive as compared with Anglo-American philosophy of science. (shrink)

It is argued that in deterministic contexts evidence for causal relations states whether a boundary condition makes a difference or not to a phenomenon. In order to substantiate the analysis, I show that this difference/indifference making is the basic type of evidence required for eliminative induction in the tradition of Francis Bacon and John Stuart Mill. To this purpose, an account of eliminative induction is proposed with two distinguishing features: it includes a method to establish the causal irrelevance of boundary (...) conditions by means of indifference making, which is called strict method of agreement, and it introduces the notion of a background against which causal statements are evaluated. Causal statements thus become three-place-relations postulating the relevance or irrelevance of a circumstance C to the examined phenomenon P with respect to a background B of further conditions. To underline the importance of evidence in terms of difference/indifference making, I sketch two areas, in which eliminative induction is extensively used in natural and engineering sciences. One concerns exploratory experiments, the other engineering design methods. Given that a method is discussed that has been used for centuries, I make no claims to novelty in this paper, but hope that the combined discussion of several topics that are still somewhat underrepresented in the philosophy of science literature is of some merit. (shrink)

A closer look at the theories and questions in philosophy of technology and ethics of technology shows the absence and marginality of non-Western philosophical traditions in the discussions. Although, increasingly, some philosophers have sought to introduce non-Western philosophical traditions into the debates, there are few systematic attempts to construct and articulate general accounts of ethics and technology based on other philosophical traditions. This situation is understandable, for the questions of modern sciences and technologies appear to be originated from the West; (...) at the same time, the situation is undesirable. The overall aim of this paper, therefore, is to introduce an alternative account of ethics of technology based on the Confucian tradition. In doing so, it is hoped that the current paper can initiate a relatively uncharted field in philosophy of technology and ethics of technology. (shrink)

“Technological determinism” is predominantly employed as a critic’s term, used to dismiss certain classes of theoretical and empirical claims. Understood more productively as referring to claims that place a greater emphasis on the autonomous and social-shaping tendencies of technology, technological determinism is a valuable and prominent perspective. This article will advance our understanding of technological determinism through four contributions. First, I clarify some debates about technological determinism through an examination of the meaning of technology. Second, I parse the family of (...) claims related to technological determinism. Third, I note that constructivist and determinist insights may each be valid given particular scope conditions, the most prominent of which is the scale of analysis. Finally, I propose a theoretical microfoundation for technological determinism—military–economic adaptationism—in which economic and military competition constrain sociotechnical evolution to deterministic paths. This theory is a special case of a general theory—sociotechnical selectionism—which can be regarded as also including constructivist theories as special cases. Greater understanding of, respect for, and engagement with technological determinism will enhance the study of technology and our ability to shape our sociotechnical systems. (shrink)

Following the “control dilemma” of Collingridge, influencing technological developments is easy when their implications are not yet manifest, yet once we know these implications, they are difficult to change. This article revisits the Collingridge dilemma in the context of contemporary ethics of technology, when technologies affect both society and the value frameworks we use to evaluate them. Early in its development, we do not know how a technology will affect the value frameworks from which it will be evaluated, while later, (...) when the implications for society and morality are clearer, it is more difficult to guide the development in a desirable direction. Present-day approaches to this dilemma focus on methods to anticipate ethical impacts of a technology, being too speculative to be reliable, or on ethically regulating technological developments, discarding anticipation of the future implications. We present the approach of technological mediation as an alternative that focuses on the dynamics of the interaction between technologies and human values. By investigating online discussions about Google Glass, we examine how people articulate new meanings of the value of privacy. This study of “morality in the making” allows developing a modest and empirically informed form of anticipation. (shrink)

Memories of our personal past are the building blocks of our narrative identity. So, when we depend on objects and other people to remember and construct our personal past, our narrative identity is distributed across our embodied brains and an ecology of environmental resources. This paper uses a cognitive niche construction approach to conceptualise how we engineer our memory ecology and construct our distributed narrative identities. It does so by identifying three types of niche construction processes that govern how we (...) interact with our memory ecology, namely creating, editing, and using resources in our memory ecology. It also conceptualises how identity-relevant information in objects and (family) stories is transmitted vertically, i.e., across different generations of people. Identifying these processes allows us to better understand the cultural information trajectories that constitute our memory ecologies. Thus, what I’ll argue is that our memory ecology distributes our narrative identity and that engineering our memory ecology is a form of narrative niche construction. (shrink)

According to the Value-Neutrality Thesis, technology is morally and politically neutral, neither good nor bad. A knife may be put to bad use to murder an innocent person or to good use to peel an apple for a starving person, but the knife itself is a mere instrument, not a proper subject for moral or political evaluation. While contemporary philosophers of technology widely reject the VNT, it remains unclear whether claims about values in technology are just a figure of speech (...) or nontrivial empirical claims with genuine factual content and real-world implications. This paper provides the missing argument. I argue that by virtue of their material properties, technological artifacts are part of the normative order rather than external to it. I illustrate how values can be empirically identified in technology. The reason why value-talk is not trivial or metaphorical is that due to the endurance and longevity of technological artifacts, values embedded in them have long-term implications that surpass their designers and builders. I further argue that taking sides in this debate has real-world implications in the form of moral constraints on the development of technology. (shrink)

Phyllis Illari and Jon Williamson propose a formulation for a general mechanistic account, the purpose of which is to capture the similarities across mechanistic accounts in the sciences. Illari and Williamson extract insight from mechanisms in astrophysics—which are notably different from the typical biological mechanisms discussed in the literature on mechanisms—to show how their general mechanistic account accommodates mechanisms across various sciences. We present argumentation that demonstrates why an amendment is necessary to the ontology referred to by the general mechanistic (...) account provided by Illari and Williamson. The amendment is required due to the variability of some components in computing mechanisms: the very same component serves as either entity or activity, both between levels and within the same level of the explanatory hierarchy. We argue that the proper ontological account of these mechanistic components involves disambiguation via explicitly indexing them as entities or activities. (shrink)

This book addresses key conceptual issues relating to the modern scientific and engineering use of computer simulations. It analyses a broad set of questions, from the nature of computer simulations to their epistemological power, including the many scientific, social and ethics implications of using computer simulations. The book is written in an easily accessible narrative, one that weaves together philosophical questions and scientific technicalities. It will thus appeal equally to all academic scientists, engineers, and researchers in industry interested in questions (...) related to the general practice of computer simulations. (shrink)

The technological literacy of students has recently become one of the primary goals of education in countries such as the USA, England, New Zealand, Australia, and so forth. However the question here is whether these educations - their long-term policy documents as well as the standards they provide in particular - address sufficient learning about the nature of technology. This seems to be an important concern that through taking advantage of the philosophy of technology (the arena which affords a bountiful (...) ground of various reflections on the nature of technology) is intended to be discussed throughout this study. In the first place, the paper presents a relevant framework based upon Mitcham's (1994) four-aspect account of technology, i.e., technology as objects, knowledge, activities, and volition. Then it categorizes the main relevant concepts and concerns put forward by many other philosophers of technology into this framework; this will yield a concrete model (tool) to analyze any intended standard such as the above mentioned ones. Afterwards, to show how this model works, the well-known case of the USA - Standards for Technological Literacy (ITEA, 2007) - will be used as an example for inspection; the results will disclose the points where the current American case needs to be modified. (shrink)

New Zealand’s curriculum, in terms of its approach to technological literacy, attempts to deliver a sound, philosophy-­based understanding of the nature of technology. The curriculum’s main authors claim that it conforms well to Mitcham’s (2014) categorization of different aspects of technology’s nature. Nevertheless, taking advantage of the existing literature of the philosophy of technology, this paper will reveal that the intended urriculum, though an admirable approach, still has a number of points needing improvement, and there are also certain gaps to (...) be bridged in the claimed conformity. This analysis primarily makes use of the method initiated by Nia and De Vries (2016a), based upon Mitcham’s suggested framework and other philosophers’ opinions as to the nature and various features of technology. (shrink)

The central question of this thesis is how one can learn about particular targets by using models of those targets. A widespread assumption is that models have to be representative models in order to foster knowledge about targets. Thus the thesis begins by examining the concept of representation from an epistemic point of view and supports an account of representation that does not distinguish between representation simpliciter and adequate representation. Representation, understood in the sense of a representative model, is regarded (...) as a success term. That is, a representative model is one relatum in a relation of adequate representation (Chapter 2). When a representative model represents a target, it allows users of this model to learn something about the target. It is argued that a representative model has this epistemic function because it shares relevant features with the target. This presupposes a similarity view of representation. Similarity views of representation face serious objections, which will be rebutted (Chapter 3). One way of spelling out a similarity view of representation is to defend an indirect view of representation. In this thesis, which does not argue for an indirect view, it is assumed that the indirect view is a good option, if not the best, for articulating the similarity view. It is demonstrated how such an indirect view can be expanded to account for cases of technological modeling. A case study in bioengineering is used to show that the indirect view of representation must acknowledge a distinction between two directions of fit in relations between vehicles and targets. In this context the notion of design is interpreted as a relation between a vehicle and a target, thereby connecting ideas from philosophy of science with ideas from philosophy of technology (Chapter 4). Fictionalist accounts of models are intended to tackle the issue of the ontology of models. In this thesis, however, two prominent fictionalist accounts are discussed from an epistemological point of view in light of the central question regarding how one can learn about targets by using models. This question is addressed from the standpoint of Waltonian fictionalism. The result of the discussion is that the two discussed Waltonian fictionalist accounts cannot sufficiently answer the question. These accounts are criticized for their inability to deliver a satisfactory epistemology of representation (Chapter 5). Although Waltonian fictionalism is criticized, the present thesis also shows that the foundational theory of Waltonian fictionalism, the theory of make-believe can nevertheless be used to account for the distinction between projections and predictions that is made by the Intergovernmental Panel on Climate Change (Chapter 6). (shrink)

Engineering is often said to be ‘scientific’, but the nature of knowledge in engineering is different to science. Engineering has a different ontological basis—its theories address different entities and are judged by different criteria. In this paper I use Popper’s three worlds ontological framework to propose a model of engineering theories, and provide an abstract logical view of engineering theories analogous to the deductive-nomological view of scientific theories. These models frame three key elements from definitions of engineering: requirements, designs of (...) artefacts, and theories for reasoning about how artefacts will meet requirements. In a subsequent paper I use this ontological basis to explore methodological issues in the growth of engineering knowledge from the perspective of critical rationalism. (shrink)

This essay deals with the terms “form” and “function” as well as their relationship insofar as they are still used in philosophical and design-theory discourse to determine the aesthetic dimension of designed artefacts, especially of everyday objects, and often also to distinguish them from objects of art. I discuss whether our common understanding of these terms and their relationship is an appropriate instrument for such determinations. What is up for discussion here are not only conceptions of functional beauty with regard (...) to design methodology and the philosophical discourse on aesthetics, in which form and function become thematic, but also basic concepts of philosophical aesthetics itself. It is shown that the philosophical understanding of design aesthetics and the concepts of form and function are determined by profound preliminary decisions that restrict our access to the aesthetic dimension of designed artefacts, and a conceptualisation of an initial change in thinking is proposed. (shrink)

Technological knowledge is of many different kinds, from experience-based know-how in the crafts to science-based knowledge in modern engineering. It is inherently oriented towards being useful in technological activities, such as manufacturing and engineering design. The purpose of this thesis is to highlight special characteristics of technological knowledge and how these affect how technology should be taught in school. It consists of an introduction, a summary in Swedish, and five papers: Paper I is about rules of thumb, which are simple (...) instructions, used to guide actions toward a specific result, without need of advanced knowledge. One off the major advantages of rules of thumb is the ease with which they can be learnt. One of their major disadvantages is that they cannot easily be adjusted to new situations or conditions. Paper II describes how Gilbert Ryle's distinction between knowing how and knowing that is applicable in the technological domain. Knowing how and knowing that are commonly used together, but there are important differences between them which motivate why they should be regarded as different types: they are learnt in different ways, justified in different ways, and knowing that is susceptible to Gettier type problems which technological knowing how is not. Paper III is based on a survey about how Swedish technology teachers understand the concept of technological knowledge. Their opinions show an extensive variation, and they have no common terminology for describing the knowledge. Paper IV deals with non-scientific models that are commonly used by engineers, based on for example folk theories or obsolete science. These should be included in technology education if it is to resemble real technology. Different, and partly contradictory, epistemological frameworks must be used in different school subjects. This leads to major pedagogical challenges, but also to opportunities to clarify the differences between technology and the natural sciences and between models and reality. Paper V is about explanation, prediction, and the use of models in technology education. Explanations and models in technology differ from those in the natural sciences in that they have to include users' actions and intentions. (shrink)