This research is motivated by the need to unravel the progression of learning models, which have been adapting to meet the demands of society in its constant dynamics of fluctuation and transformation. The aim of this work is to systematically examine the evolution of learning models, highlighting the paradigmatic changes that have favored the transition from traditional learning approaches to more innovative and transdisciplinary proposals. To achieve this, a bibliographic analysis is carried out, supported by the hermeneutic method for the (...) contextual interpretation of literature and discourses, in order to unravel the complexities inherent in the evolution of learning models. The results highlight the limiting influence of the simplicity paradigm in traditional educational formation and the need for a shift towards dialogicity and disciplinary collaboration and integration to advance towards complexity. It concludes by arguing in favor of adopting the complexity paradigm, advocating for a transdisciplinary epistemology and an interstructuring approach to learning, which allow for integral human development. Recognizing human complexity in teaching and learning demands a radical transformation of education towards more holistic and transformative practices, essential for building an equitable and just society. (shrink)

This report reviews what quantum physics and information theory have to tell us about the age-old question, How come existence? No escape is evident from four conclusions: (1) The world cannot be a giant machine, ruled by any preestablished continuum physical law. (2) There is no such thing at the microscopic level as space or time or spacetime continuum. (3) The familiar probability function or functional, and wave equation or functional wave equation, of standard quantum theory provide mere continuum idealizations (...) and by reason of this circumstance conceal the information-theoretic source from which they derive. (4) No element in the description of physics shows itself as closer to primordial than the elementary quantum phenomenon, that is, the elementary device-intermediated act of posing a yes-no physical question and eliciting an answer or, in brief, the elementary act of observer-participancy. Otherwise stated, every physical quantity, every it, derives its ultimate significance from bits, binary yes-or-no indications, a conclusion which we epitomize in the phrase, it from bit. (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)

Esta investigación se emprende motivada por la necesidad de desentrañar la progresión de los modelos de aprendizaje, los cuales se han ido adaptando para responder a las demandas de la sociedad en su dinámica constante de fluctuación y transformaciones. El objetivo de este trabajo es examinar de forma sistemática la evolución de los modelos de aprendizaje, destacando los cambios paradigmáticos que han favorecido la transición de enfoques de aprendizaje tradicionales hacia propuestas más innovadoras y transdisciplinarias. Para lograrlo, se lleva a (...) cabo un análisis bibliográfico apoyado en el método hermenéutico para la interpretación contextual de la literatura y los discursos, a fin de desentrañar las complejidades inherentes en la evolución de los modelos de aprendizaje. Los resultados resaltan la influencia limitante del paradigma de la simplicidad en la formación educativa tradicional y la necesidad de un giro hacia la dialogicidad y la colaboración e integración disciplinaria para avanzar hacia la complejidad. Se concluye argumentando a favor de la adopción del paradigma de la complejidad, abogando por una epistemología transdisciplinariay un enfoque de aprendizaje interestructurante, que permitan el desarrollo humano integral.El reconocimiento de la complejidad humana en la enseñanza y el aprendizaje exige una transformación radical de la educación hacia prácticas más holísticas y transformadoras, esenciales para construir una sociedad equitativa y justa. (shrink)

1. Overview and organizing themes 2. Historical Review: Aristotle to Mill 3. Logic of method and critical responses 3.1 Logical constructionism and Operationalism 3.2. H-D as a logic of confirmation 3.3. Popper and falsificationism 3.4 Meta-methodology and the end of method 4. Statistical methods for hypothesis testing 5. Method in Practice 5.1 Creative and exploratory practices 5.2 Computer methods and the ‘third way’ of doing science 6. Discourse on scientific method 6.1 “The scientific method” in science education and as seen (...) by scientists 6.2 Privileged methods and ‘gold standards’ 6.3 Scientific method in the court room 6.4 Deviating practices 7. Conclusion Bibliography Academic Tools Other Internet Resources Related Entries . (shrink)

This paper deals with the following questions: What features of modern natural science are responsible for the fact that, of all forms of science, this form is technologically exploitable? The three notions: concept of nature, epistemic ideal, and experiment, suggest the most important components of my answer. I will argue, first, that only the peculiar interplay of the modern concept of nature with an epistemic ideal attuned to it can cast experiment in the specific, highly central role it plays in (...) the pursuit of knowledge about nature. It will then become clear that the form of science in which experiment plays such a role will, necessarily, prove technologically exploitable. (shrink)

Reduction is a concept first introduced by Descartes in explaining his view of the rationalization of philosophy through mathematics. He seeks to consider length, breadth, and depth for phenomena so that reducing the phenomenon to his own analytical geometric apparatus; thus shrinking the whole world into a small machine. In the present study, the authors took into account the deficiency in defining the reduction of phenomena to a mathematically sound system as the reason for a large group of problems and (...) therefore they came to redefine the Cartesian reductionism of phenomena by removing the search space through a learning system. In due definition, it is possible to reduce the NP problems to P space without using a quantum algorithm that requires a quantum computer to exist. The present study points out that the problems arising from the mathematical modeling of the Covid-19 pandemic are due to a deficiency in the definition of Cartesian reduction, which leads to an increase in the computational complexity of its diagnosis and treatment using computational tools. (shrink)

Jakob Friedrich Fries (1773-1843): A Philosophy of the Exact Sciences -/- Shortened version of the article of the same name in: Tabula Rasa. Jenenser magazine for critical thinking. 6th of November 1994 edition -/- 1. Biography -/- Jakob Friedrich Fries was born on the 23rd of August, 1773 in Barby on the Elbe. Because Fries' father had little time, on account of his journeying, he gave up both his sons, of whom Jakob Friedrich was the elder, to the Herrnhut Teaching (...) Institution in Niesky in 1778. Fries attended the theological seminar in Niesky in autumn 1792, which lasted for three years. There he (secretly) began to study Kant. The reading of Kant's works led Fries, for the first time, to a deep philosophical satisfaction. His enthusiasm for Kant is to be understood against the background that a considerable measure of Kant's philosophy is based on a firm foundation of what happens in an analogous and similar manner in mathematics. -/- During this period he also read Heinrich Jacobi's novels, as well as works of the awakening classic German literature; in particular Friedrich Schiller's works. In 1795, Fries arrived at Leipzig University to study law. During his time in Leipzig he became acquainted with Fichte's philosophy. In autumn of the same year he moved to Jena to hear Fichte at first hand, but was soon disappointed. -/- During his first sojourn in Jenaer (1796), Fries got to know the chemist A. N. Scherer who was very influenced by the work of the chemist A. L. Lavoisier. Fries discovered, at Scherer's suggestion, the law of stoichiometric composition. Because he felt that his work still need some time before completion, he withdrew as a private tutor to Zofingen (in Switzerland). There Fries worked on his main critical work, and studied Newton's "Philosophiae naturalis principia mathematica". He remained a lifelong admirer of Newton, whom he praised as a perfectionist of astronomy. Fries saw the final aim of his mathematical natural philosophy in the union of Newton's Principia with Kant's philosophy. -/- With the aim of qualifying as a lecturer, he returned to Jena in 1800. Now Fries was known from his independent writings, such as "Reinhold, Fichte and Schelling" (1st edition in 1803), and "Systems of Philosophy as an Evident Science" (1804). The relationship between G. W. F. Hegel and Fries did not develop favourably. Hegel speaks of "the leader of the superficial army", and at other places he expresses: "he is an extremely narrow-minded bragger". On the other hand, Fries also has an unfavourable take on Hegel. He writes of the "Redundancy of the Hegelistic dialectic" (1828). In his History of Philosophy (1837/40) he writes of Hegel, amongst other things: "Your way of philosophising seems just to give expression to nonsense in the shortest possible way". In this work, Fries appears to argue with Hegel in an objective manner, and expresses a positive attitude to his work. -/- In 1805, Fries was appointed professor for philosophy in Heidelberg. In his time spent in Heidelberg, he married Caroline Erdmann. He also sealed his friendships with W. M. L. de Wette and F. H. Jacobi. Jacobi was amongst the contemporaries who most impressed Fries during this period. In Heidelberg, Fries wrote, amongst other things, his three-volume main work New Critique of Reason (1807). -/- In 1816 Fries returned to Jena. When in 1817 the Wartburg festival took place, Fries was among the guests, and made a small speech. 1819 was the so-called "Great Year" for Fries: His wife Caroline died, and Karl Sand, a member of a student fraternity, and one of Fries' former students stabbed the author August von Kotzebue to death. Fries was punished with a philosophy teaching ban but still received a professorship for physics and mathematics. Only after a period of years, and under restrictions, he was again allowed to read philosophy. From now on, Fries was excluded from political influence. The rest of his life he devoted himself once again to philosophical and natural studies. During this period, he wrote "Mathematical Natural Philosophy" (1822) and the "History of Philosophy" (1837/40). -/- Fries suffered from a stroke on New Year's Day 1843, and a second stroke, on the 10th of August 1843 ended his life. -/- 2. Fries' Work Fries left an extensive body of work. A look at the subject areas he worked on makes us aware of the universality of his thinking. Amongst these subjects are: Psychic anthropology, psychology, pure philosophy, logic, metaphysics, ethics, politics, religious philosophy, aesthetics, natural philosophy, mathematics, physics and medical subjects, to which, e.g., the text "Regarding the optical centre in the eye together with general remarks about the theory of seeing" (1839) bear witness. With popular philosophical writings like the novel "Julius and Evagoras" (1822), or the arabesque "Longing, and a Trip to the Middle of Nowhere" (1820), he tried to make his philosophy accessible to a broader public. Anthropological considerations are shown in the methodical basis of his philosophy, and to this end, he provides the following didactic instruction for the study of his work: "If somebody wishes to study philosophy on the basis of this guide, I would recommend that after studying natural philosophy, a strict study of logic should follow in order to peruse metaphysics and its applied teachings more rapidly, followed by a strict study of criticism, followed once again by a return to an even closer study of metaphysics and its applied teachings." -/- 3. Continuation of Fries' work through the Friesian School -/- Fries' ideas found general acceptance amongst scientists and mathematicians. A large part of the followers of the "Fries School of Thought" had a scientific or mathematical background. Amongst them were biologist Matthias Jakob Schleiden, mathematics and science specialist philosopher Ernst Friedrich Apelt, the zoologist Oscar Schmidt, and the mathematician Oscar Xavier Schlömilch. Between the years 1847 and 1849, the treatises of the "Fries School of Thought", with which the publishers aimed to pursue philosophy according to the model of the natural sciences appeared. In the Kant-Fries philosophy, they saw the realisation of this ideal. The history of the "New Fries School of Thought" began in 1903. It was in this year that the philosopher Leonard Nelson gathered together a small discussion circle in Goettingen. Amongst the founding members of this circle were: A. Rüstow, C. Brinkmann and H. Goesch. In 1904 L. Nelson, A. Rüstow, H. Goesch and the student W. Mecklenburg travelled to Thuringia to find the missing Fries writings. In the same year, G. Hessenberg, K. Kaiser and Nelson published the first pamphlet from their first volume of the "Treatises of the Fries School of Thought, New Edition". -/- The school set out with the aim of searching for the missing Fries' texts, and re-publishing them with a view to re-opening discussion of Fries' brand of philosophy. The members of the circle met regularly for discussions. Additionally, larger conferences took place, mostly during the holidays. Featuring as speakers were: Otto Apelt, Otto Berg, Paul Bernays, G. Fraenkel, K. Grelling, G. Hessenberg, A. Kronfeld, O. Meyerhof, L. Nelson and R. Otto. On the 1st of March 1913, the Jakob-Friedrich-Fries society was founded. Whilst the Fries' school of thought dealt in continuum with the advancement of the Kant-Fries philosophy, the members of the Jakob-Friedrich-Fries society's main task was the dissemination of the Fries' school publications. In May/June, 1914, the organisations took part in their last common conference before the gulf created by the outbreak of the First World War. Several members died during the war. Others returned disabled. The next conference took place in 1919. A second conference followed in 1921. Nevertheless, such intensive work as had been undertaken between 1903 and 1914 was no longer possible. -/- Leonard Nelson died in October 1927. In the 1930's, the 6th and final volume of "Treatises of the Fries School of Thought, New Edition" was published. Franz Oppenheimer, Otto Meyerhof, Minna Specht and Grete Hermann were involved in their publication. -/- 4. About Mathematical Natural Philosophy -/- In 1822, Fries' "Mathematical Natural Philosophy" appeared. Fries rejects the speculative natural philosophy of his time - above all Schelling's natural philosophy. A natural study, founded on speculative philosophy, ceases with its collection, arrangement and order of well-known facts. Only a mathematical natural philosophy can deliver the necessary explanatory reasoning. The basic dictum of his mathematical natural philosophy is: "All natural theories must be definable using purely mathematically determinable reasons of explanation." Fries is of the opinion that science can attain completeness only by the subordination of the empirical facts to the metaphysical categories and mathematical laws. -/- The crux of Fries' natural philosophy is the thought that mathematics must be made fertile for use by the natural sciences. However, pure mathematics displays solely empty abstraction. To be able to apply them to the sensory world, an intermediatory connection is required. Mathematics must be connected to metaphysics. The pure mechanics, consisting of three parts are these: a) A study of geometrical movement, which considers solely the direction of the movement, b) A study of kinematics, which considers velocity in Addition, c) A study of dynamic movement, which also incorporates mass and power, as well as direction and velocity. -/- Of great interest is Fries' natural philosophy in view of its methodology, particularly with regard to the doctrine "leading maxims". Fries calls these "leading maxims" "heuristic", "because they are principal rules for scientific invention". -/- Fries' philosophy found great recognition with Carl Friedrich Gauss, amongst others. Fries asked for Gauss's opinion on his work "An Attempt at a Criticism based on the Principles of the Probability Calculus" (1842). Gauss also provided his opinions on "Mathematical Natural Philosophy" (1822) and on Fries' "History of Philosophy". Gauss acknowledged Fries' philosophy and wrote in a letter to Fries: "I have always had a great predilection for philosophical speculation, and now I am all the more happy to have a reliable teacher in you in the study of the destinies of science, from the most ancient up to the latest times, as I have not always found the desired satisfaction in my own reading of the writings of some of the philosophers. In particular, the writings of several famous (maybe better, so-called famous) philosophers who have appeared since Kant have reminded me of the sieve of a goat-milker, or to use a modern image instead of an old-fashioned one, of Münchhausen's plait, with which he pulled himself from out of the water. These amateurs would not dare make such a confession before their Masters; it would not happen were they were to consider the case upon its merits. I have often regretted not living in your locality, so as to be able to glean much pleasurable entertainment from philosophical verbal discourse." -/- The starting point of the new adoption of Fries was Nelson's article "The critical method and the relation of psychology to philosophy" (1904). Nelson dedicates special attention to Fries' re-interpretation of Kant's deduction concept. Fries awards Kant's criticism the rationale of anthropological idiom, in that he is guided by the idea that one can examine in a psychological way which knowledge we have "a priori", and how this is created, so that we can therefore recognise our own knowledge "a priori" in an empirical way. Fries understands deduction to mean an "awareness residing darkly in us is, and only open to basic metaphysical principles through conscious reflection.". -/- Nelson has pointed to an analogy between Fries' deduction and modern metamathematics. In the same manner, as with the anthropological deduction of the content of the critical investigation into the metaphysical object show, the content of mathematics become, in David Hilbert's view, the object of metamathematics. -/-. (shrink)

The status of laws of nature has been the locus of a lively debate in recent philosophy. Most participants have assumed laws play an important role in science and metaphysics while seeking their objective ground in the natural world, though some skeptics have questioned this assumption. So-called Humeans look to base laws on actual, particular facts such as those specified in David Lewis’s Humean mosaic. Their opponents argue that such a basis is neither necessary nor sufficient to support the independent (...) existence of scientific laws. This essentially metaphysical debate has paid scant attention to the details of scientific practice. It has mostly focused on so-called fundamental laws, assumed to take a particular form. I propose a pragmatist alternative—not as another position in the debate but as an alternative to the debate itself. This pragmatist alternative offers a view that questions the representational conception of truth presupposed by participants to the debate as well as the metaphysical import of fundamental laws. Statements of law serve many different purposes in science: I’ll look at some. But their central role is in inference, primarily to improve the epistemic state of a scientist with limited access to information. To play this role, a scientific law statement need be neither necessary, unconditionally universal nor even true. It must merely be sufficiently reliable within its domain of application. The use of laws in astrophysics and metrology will help to illustrate these points. (shrink)

In their paper, 'When are thought experiments poor ones?' (Peijnenburg and Atkinson, 2003, Journal of General Philosophy of Science 34, 305-322), Jeanne Peijnenburg and David Atkinson argue that most, if not all, philosophical thought experiments are "poor" ones with "disastrous consequences" and that they share the property of being poor with some (but not all) scientific thought experiments. Noting that unlike philosophy, the sciences have the resources to avoid the disastrous consequences, Peijnenburg and Atkinson come to the conclusion that the (...) use of thought experiments in science is in general more successful than in philosophy and that instead of concocting more "recherché" thought experiments, philosophy should try to be more empirical. In this comment I will argue that Peijnenburg's and Atkinson's view on thought experiments is based on a misleading characterization of both, the dialectical situation in philosophy as well as the history of physics. By giving an adequate account of what the Discussion in contemporary philosophy is about, we will arrive at a considerably different evaluation of philosophical thought experiments. (shrink)

We analyse Peirce's original idea concerning abduction from the perspective of a critical philosophy, the same philosophy in Peirce's background. Peirce's realism is directly related to reason and experience and has ties with the idea of abstraction. We show how the philosophical environment of science abruptly changed, specially for physics, in the last period of the XIX century and the initial period of the XX century, when science was divided in disciplines and set free from the control of philosophy. The (...) phenotype of the physicist changed from abstract into imaginative thinker. Further, abstraction was linked to metaphysics and attacked as such. Elements of phantasy and dogmatism entered the scene in place of abstraction alongside ideas taken from the observable world. We provide evidence that the scientists of the newer kind had problems understanding those of the older school. As a consequence of the problems arisen in conciliating the idea of science grounded in experience and reason with the science actually practised, the former conceptualisation was abandoned. Abduction was then expelled from science. In the late part of the XX century and the early part of our century abduction re-emerged but without its scientific attributes. -/- Influenced by a constructivist, Piagetian, perspective of science, we propose and discuss a small number of conditions that we identify as characteristics of rational abduction: rules for the rational construction of theories. We show how a classical example of belief that satisfies today's most common definition of abduction does not match the standards of scientific retroduction. We further show how the same rules indicate the detachment of Special Relativity from the observable world, a fact actually known to Einstein. Finally, the same rules indicate the initial point in the path to re-conciliate Electromagnetism with the classical view of spatial relations, a matter not possible for the imaginative scientist but not extremely difficult for the abstract scientist. We close arguing that there is an urgent need to develop a critical epistemology, and to give room in science for the abstract scientist. (shrink)

Isaac Newton is best known as a mathematician and physicist. He invented the calculus, discovered universal gravitation and made significant advances in theoretical and experimental optics. His master-work on gravitation, the Principia, is often hailed as the crowning achievement of the scientific revolution. His significance for philosophers, however, extends beyond the philosophical implications of his scientific discoveries. Newton was an able and subtle philosopher, working at a time when science was not yet recognized as an activity distinct from philosophy. He (...) engaged with the work of Rene Descartes and G.W. Leibniz, and showed sensitivity to the work of John Locke, Francis Bacon, Pierre Gassendi and Henry More, to name just a few. In his time, Newton was not perceived as a scientific outsider, but as an active and knowledgeable participant in philosophical debates.... (shrink)

The concept of natural kind is center stage in the debates about scientific realism. Champions of scientific realism such as Richard Boyd hold that our most developed scientific theories allow us to “cut the world at its joints” (Boyd, 1981, 1984, 1991). In the long run we can disclose natural kinds as nature made them, though as science progresses improvements in theory allow us to revise the extension of natural kind terms.

During antiquity, the astronomical questions of the day and the methods used to formulate and answer them were clearly within the realm of philosophy. That changed most notably in the sixteenth century when Tycho Brahe turned astronomy into a modern empirical science by formulating (in principle) testable hypotheses, figuring out how to test them, building the proper instruments, and making – for that time – very accurate and systematic observations of the sky. These observations eventually led to the modern view (...) of the solar system and ultimately the rejection of the classical Aristotelian worldview. Since then, the exploration of space has been located clearly in the realm of natural science – and, to an increasing extent, technology. In parallel to that, space has – at least since World War II –to a high degree been a place for military and political ambitions and activities. The scientists that have been involved in space exploration have mainly been physicists, together with some chemists and geologists. Lately, the exploration of space has engaged more and more biologists in the search for extraterrestrial life. The international space station, along with plans to send humans to Mars, has led to an increased involvement of medical science. If present speculations about space tourism and mining on planets, moons, and asteroids hold true, in the future we will probably see many new professions dealing not just with exploration, but also exploitation of space. Philosophy has never totally left the realm of space exploration. As space exploration and exploitation become more and more interdisciplinary, and as space becomes a bigger part of our lives, it will be time once more for philosophy to turn its attention towards space. The mission for philosophers is not to indulge in speculations over questions that are better dealt with by empirical methods. Ther are, however, several questions connected to the exploration and exploitation of space that are of a philosophical nature and that deserve to be examined seriously from a philosophical perspective. I believe that philosophical scrutiny of these questions will be to the benefit of both space exploration and philosophy. Interesting and, indeed, important philosophical questions arise in many areas of space exploration. Some of the most interesting and important ones relate to the search for extraterrestrial life, of which some will be presented here. I will not attempt to answer these questions here. Instead, this chapter should be seen as an introduction to some of the philosophical questions raised by astrobiology. (shrink)

Three metascientific concepts that have been object of philosophical analysis are the concepts oflaw, model and theory. The aim ofthis article is to present the explication of these concepts, and of their relationships, made within the framework of Sneedean or Metatheoretical Structuralism (Balzer et al. 1987), and of their application to a case from the realm of biology: Population Dynamics. The analysis carried out will make it possible to support, contrary to what some philosophers of science in general and of (...) biology in particular hold, the following claims: a) there are "laws" in biological sciences, b) many of the heterogeneous and different "models" of biology can be accommodated under some "theory", and c) this is exactly what confers great unifying power to biological theories. (shrink)

In 1768 Immanuel Kant presented an argument showing the necessity of absolute space, i.e. substantivalism in contrast to relationalism, based on the property of handedness. While there is large consensus about the fallacy of Kant’s argument, a more recent debate exists – mainly stimulated by John Earman – about the status of the Kantian argument in view of modern physics and its fundamentally built-in parity violation, which leads to a preferred handedness. According to Earman the relationalist has no means to (...) distinguish one handedness in the cosmos without reference to an absolute structure of space. After recapitulating the historical background of the Newton/Leibniz debate on the ontological status of space as well as the Kantian argument, this paper offers a systematic consideration of arguments about handedness in modern physics. The goal is to show that “Earman’s challenge” can be rejected. (shrink)

I show how classical and quantum physics approach the problem of randomness and probability. Contrary to popular opinions, neither we can prove that classical mechanics is a deterministic theory, nor that quantum mechanics is a nondeterministic one. In other words it is not possible to show that randomness in classical mechanics has a purely epistemic character and that of quantum mechanics an ontic one. Nevertheless, recent developments of quantum theory and increasing experimental possibilities to check its predictions call for returning (...) to the problem of comparing possibilities given by classical and quantum physics to accommodate and prove the existence of a `genuine randomness'. Recent results concerning `amplification of randomness' show that, in certain sense, quantum physics is in fact ‘more random’ that classical and outperforms it in producing a `truly random process'. (shrink)

Prompted by Hasok Chang’s conception of the history and philosophy of science (HPS) as the continuation of science by other means, I examine the possibility of obtaining scientific knowledge through philosophical criticism and reflection, in the light of four historical cases, concerning (i) the role of absolute space in Newtonian dynamics, (ii) the purported contraction of rods and retardation of clocks in Special Relativity, (iii) the reality of the electromagnetic ether, and (iv) the so-called problem of time’s arrow. In all (...) four cases it is clear that a better understanding of such matters can be achieved —and has been achieved— through conceptual analysis. On the other hand, however, it would seem that this kind of advance has more to do with philosophical questions in science than with narrowly scientific questions. Hence, if HPS in effect continues the work of science by other means, it could well be doing it for other ends than those that working scientists ordinarily have in mind. (shrink)

There are many ontologies of the world or of specific phenomena such as time, matter, space, and quantum mechanics1. However, ontologies of information are rather rare. One of the reasons behind this is that information is most frequently associated with communication and computing, and not with ‘the furniture of the world’. But what would be the nature of an ontology of information? For it to be of significant import it should be amenable to formalization in a logico-grammatical formalism. A candidate (...) ontology satisfying such a requirement can be found in some of the ideas of K. Turek, presented in this paper. Turek outlines the ontology of information conceived of as a part of nature, and provides the ‘missing link’ to the Z axiomatic set theory, offering a proposal for developing a formal ontology of information both in its philosophical and logicogrammatical representations. (shrink)

In the early 1970s it is was realized that there is a striking formal analogy between the Laws of black-hole mechanics and the Laws of classical thermodynamics. Before the discovery of Hawking radiation, however, it was generally thought that the analogy was only formal, and did not reflect a deep connection between gravitational and thermodynamical phenomena. It is still commonly held that the surface gravity of a stationary black hole can be construed as a true physical temperature and its area (...) as a true entropy only when quantum effects are taken into account; in the context of classical general relativity alone, one cannot cogently construe them so. Does the use of quantum field theory in curved spacetime offer the only hope for taking the analogy seriously? I think the answer is 'no'. To attempt to justify that answer, I shall begin by arguing that the standard argument to the contrary is not physically well founded, and in any event begs the question. Looking at the various ways that the ideas of "temperature" and "entropy" enter classical thermodynamics then will suggest arguments that, I claim, show the analogy between classical black-hole mechanics and classical thermodynamics should be taken more seriously, without the need to rely on or invoke quantum mechanics. In particular, I construct an analogue of a Carnot cycle in which a black hole "couples" with an ordinary thermodynamical system in such a way that its surface gravity plays the role of temperature and its area that of entropy. Thus, the connection between classical general relativity and classical thermodynamics on their own is already deep and physically significant, independent of quantum mechanics. (shrink)

I argue that an adequate semantics for physical theories must be grounded on an account of the way that a theory provides formal and conceptual resources appropriate for---that have propriety in---the construction of representations of the physical systems the theory purports to treat. I sketch a precise, rigorous definition of the required forms of propriety, and argue that semantic content accrues to scientific representations of physical systems primarily in virtue of the propriety of its resources. In particular, neither the adequacy (...) of those representations nor any referential relations their terms may enter into play any fundamental role in the determination of the representation's semantic content. One consequence is that anything like traditional Tarskian semantics is inadequate for the task. (shrink)

Physical phenomena emerge from the quantum fields everywhere in space. However, not only the phenomena emerge from the quantum fields, the law of the conservation of energy must have its origin from the same spatial structure. This paper describes the relations between the main law of physics, the universal constants and the mathematical structure of the “aggregated” quantum fields.

This is a chapter of the planned monograph "Out of Nowhere: The Emergence of Spacetime in Quantum Theories of Gravity", co-authored by Nick Huggett and Christian Wüthrich and under contract with Oxford University Press. (More information at www<dot>beyondspacetime<dot>net.) This chapter introduces the problem of emergence of spacetime in quantum gravity. It introduces the main philosophical challenge to spacetime emergence and sketches our preferred solution to it.

The main concept of quantum field theory is the conviction that all the phenomena in the universe are created by the underlying structure of the quantum fields. Fields represent dynamical spatial properties that can be described with the help of geometrical concepts. Therefore it is possible to describe the mathematical origin of the structure of the creating fields and show the mathematical origin of the law of conservation of energy, Planck’s constant and the constant speed of light within a non-local (...) universe. (shrink)

This paper presents a novel research model - Contextual Constructs Model and the theory that underpins it - Contextual Constructs Theory. First developed as part of a complex project investigating user perceptions of information quality during Web-based information re-trieval, the CCM is not a single research method per se, but is a modelled research framework providing an over-arching perspective of scientific inquiry, by which a researcher is able to iden-tify multiple possible methods of study and analysis according to the identified (...) research con-structs and their contexts. Central to CCM/CCT is that all research involves the fusion of two key elements: 1) context; and 2) cognitively-driven constructs; and that the co-dependent nature of the relationship between these two research components inform the research process and eventual outcomes. The resulting CCM is one that frames research as a contextual process of phases, in-dentifying the conceptual, philosophical, implementation, and evaluation tasks associated with a research investigation. The value of framing research within a CCM comes from its capacity to frame complex, real world phenomena since its epistemology is a blend of a critical-real world view - where reality can be both constructed and constant; within a systems-science paradigm - where constructs are not reduced to isolated parts, but investigated in terms of multiple co-constructions and the contextual relationships between them. (shrink)

The Michael Heller’s article entitled “How is philosophy in science possible?” was originally published in Polish in 1986 and then translated into English by Bartosz Brożek and Aeddan Shaw and published in 2011 in the collection of essays entitled Philosophy in Science. Methods and Applications. This seminal paper has founded further growth of the ‘philosophy in science’ and become the reference point in the methodological discussions, especially in Poland. On the 40th anniversary of Philosophical Problems in Science we wanted to (...) make this paper freely available to the international public by reprinting its English version. In this issue it is followed by two additional articles-commentaries. (shrink)