A critique of LaPorte's views on chemical kinds, like jade and ruby, is presented. More positively, a new slant is provided on the question of whether elements are natural kinds. This is carried out by appeal to the dual nature of elements, a topic that has been debated in the philosophy of chemistry but not in the natural kinds literature. It is claimed that the abstract notion of elements, as opposed to their being simple substances, is relevant to the Kripke–Putnam (...) approach to natural kinds and to some criticisms that have been raised against it, although I do not support the K–P account. The proposed view avoids the traditional microstructuralist approach to natural kinds. The article also addresses the question of whether natural kinds concern metaphysical or epistemological considerations. Recent attempts by chemists to modify the periodic table are brought to bear on the question of classification and consequently on whether the identification of elements is interest dependent. (shrink)

The philosophical problem of the utility andmeaning of essences for chemistry cannot beresolved by Wittgenstein's principle thatessence cannot explain use, because use isdisplayed in a field of family resemblances.The transition of chemical taxonomy fromvernacular and mystical based terms to theorybased terms stabilized as a unified descriptivetaxonomy, removes chemical discourse from itsconnection with the vernacular. The transitioncan be tracked using the Lockean concepts ofreal and nominal essences, and the changingpriorities between them. Analyzing propertiesdispositionally, initiating a search forgroundings strengthens the case for (...) a logicalasymmetry between descriptive and explanatorydiscourses. Taxonomy is now driven byexplanatory concepts, but not including thosefrom quantum chemistry. (shrink)

In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. (...) The discussion on epistemology of science presents ideas from the emerging field of philosophy of chemistry to highlight the much neglected area of epistemology in chemical education. Domain-specificity is exemplified in the context of chemical laws, in particular the Periodic Law. The applications of the discussion for chemical education are explored in relation to argumentation, itself an epistemologically grounded discourse pattern in science. The overall implications include the need for reconceptualization of the nature of teaching and learning in chemistry to include more particular epistemological aspects of chemistry. (shrink)