While mechanistic explanation and, to a lesser extent, nomological explanation are well-explored topics in the philosophy of biology, topological explanation is not. Nor is the role of diagrams in topological explanations. These explanations do not appeal to the operation of mechanisms or laws, and extant accounts of the role of diagrams in biological science explain neither why scientists might prefer diagrammatic representations of topological information to sentential equivalents nor how such representations might facilitate important processes of explanatory reasoning unavailable to (...) scientists who restrict themselves to sentential representations. Accordingly, relying upon a case study about immune system vulnerability to attacks on CD4+ T-cells, I argue that diagrams group together information in a way that avoids repetition in representing topological structure, facilitate identification of specific topological properties of those structures, and make available to controlled processing explanatorily salient counterfactual information about topological structures, all in ways that sentential counterparts of diagrams do not. (shrink)

Many philosophers accept a nonreductive physicalist view of at least some special sciences, which is to say that while they assert that each particular referent of any special science term is identical to some referent of a physical term, or token physicalism, they deny that special science types are identical to physical types. The most commonly cited reason for this position is Jerry Fodor's antireductionist argument based on the multiple realizability of many special science terms. I argue that if token (...) physicalism is true, as nonreductive physicalists believe, then this multiple-realization argument fails to preclude reductive physicalism. (shrink)

V nasledujúcom príspevku sa snažíme zdôvodniť vyčlenenie troch typov procesov v pozorovanom vesmíre - procesov slabo, stredne a silne usmernených, a to na základe rôznej miery autonómnosti ich štruktúrnych prvkov a rôznej miery či intenzity zákonov, ktorými sú usmerňované alebo riadené. Individuálne a konkrétne procesy sú tak v podstate totožné s individuálnymi a konkrétnymi systémami, cez ktoré, v ktorých a prostredníctvom ktorých sa úplne realizujú, disponujúc tak vždy a všade vlastným substanciálnym obsahom. Na tomto základe potom vyčleňujeme slabo usmernené procesy (...) v neživej prírode s málo vyčlenenými alebo autonómnymi štruktúrnymi prvkami, stredne usmernené procesy živej prírody s oveľa väčšími, vyčlenenejšími a autonómnejšími štruktúrnymi prvkami vo forme živých buniek a postupne rastúcich a zdokonaľujúcich sa organizmov a tried organizmov a nakoniec silne usmernené procesy tzv. sociálnej prírody alebo ľudskej spoločnosti, pozostávajúcej z ľudí ako svojich základných alebo štruktúrnych prvkov a tiež z nimi generovaného technického a/lebo civilizačného "obalu", ktoré sú podobne ako živé procesy a systémy usmerňované a riadené čoraz väčším počtom pre nich špecifických vedeckých zákonov, princípov alebo "pravidiel". (shrink)

This chapter utilises scholarship in philosophy of biology and philosophy of chemistry to produce meaningful implications for biology and chemistry education. The primary purpose for studying philosophical literature is to identify different perspectives on the nature of laws and explanations within these disciplines. The goal is not to resolve ongoing debates about the nature of laws and explanations but to consider their multiple forms and purposes in ways that promote deep and practical understanding of biological and chemical knowledge in educational (...) contexts. Most studies on the nature of science in science education tend to focus on general features of scientific knowledge and underemphasise disciplinary nuances. The authors aim to contribute to science education research by focusing on the characterisations of laws and explanations in biology and chemistry in the philosophical literature and illustrating how the typical coverage of biology and chemistry textbooks does not problematise meta-perspectives on the nature of laws and explanations. The chapter concludes with suggestions for making science teaching, learning and curriculum more inclusive of the epistemological dimensions of biology and chemistry. (shrink)