Every materially adequate explication of the concepts ``picture''and ``the pictorial'' has to appeal to syntactical properties.From the available definitions, a conception of syntax is extractedthat is applicable to symbol systems of any sort. Against thisbackground, it is shown that a non-semantical characterization ofthe pictorial is mandatory. Finally, specific syntactical featuresare explicated that recommend themselves as necessary conditions forthe application of the concept of a picture.

Reasoning with diagrams is considered to be a peculiar form of reasoning. Diagrams are often associated with imagistic representations conveyed by spatial arrangements of lines, points, figures, or letters that can be manipulated to obtain knowledge on a subject matter. Reasoning with diagrams is not just ‘peculiar’ because reasoners use spatially arranged characters to obtain knowledge – diagrams apparently have cognitive surplus: they enable a quasi-intuitive form of knowledge. The present paper analyses the issue of diagrams’ cognitive value by enquiring (...) into the tradition of symbolic cognition developed by Leibniz, Lambert, and Kant. The proposal resulting from this enquiry is to question the idea that the cognitive value of diagrams lies solely in allowing evidence for inferences. The imaginative dimension of diagrams connects reasoning to doxastic attitudes of meditation and enquiry. (shrink)

Scientists use visualisations of different kinds in a variety of ways in their scientific work. In the following article, we will take a closer look at the use of photographic pictures as scientific evidence. In accordance with Patrick Maynard’s thesis, photography will be regarded as a family of technologies serving different purposes in divergent contexts. One of these is its ability to detect certain phenomena. Nonetheless, with regard to the philosophical thesis of theory-ladenness of observation, we encounter certain reservations concerning (...) the status of photography and that of photographic pictures in the process of measurement in science. Accordingly, the aim of this paper is twofold: We will discuss suggested solutions both for the technological and for the psychological part of the problem of theory-ladenness appearing in the context of the use of photography in scientific observations. The essential proposal will be to follow Christian Suhm in his advice to make a distinction between theory-relativity and theory-ladenness. (shrink)

Without doubt, there is a great diversity of scientific images both with regard to their appearances and their functions. Diagrams, photographs, drawings, etc. serve as evidence in publications, as eye-catchers in presentations, as surrogates for the research object in scientific reasoning. This fact has been highlighted by Stephen M. Downes who takes this diversity as a reason to argue against a unifying representation-based account of how visualisations play their epistemic role in science. In the following paper, I will suggest an (...) alternative explanation of the diversity of scientific images. This account refers to processes which are caused by the social setting of science. What exactly is meant by this, I will spell out with the aid of Ludwik Fleck’s theory of the social mechanisms of scientific communication. (shrink)

Without doubt, there is a widespread usage of visualisations in science. However, what exactly the _epistemic status_ of these visual representations in science may be remains an open question. In the following, I will argue that at least some scientific visualisations are indispensible for our cognitive processes. My thesis will be that, with regard to the activity of _learning_, visual representations are of relevance in the sense of contributing to the aim of _scientific_ _understanding_. Taking into account that understanding can (...) be regarded as an epistemic desideratum in its own right, I will argue that, at least in some instances, no understanding can be achieved without the aid of visualisations. Consequently, they are of crucial importance in this process. Moreover, to support this thesis we will make use of some findings in educational psychology. (shrink)

Computer simulations and experiments share many important features. One way of explaining the similarities is to say that computer simulations just are experiments. This claim is quite popular in the literature. The aim of this paper is to argue against the claim and to develop an alternative explanation of why computer simulations resemble experiments. To this purpose, experiment is characterized in terms of an intervention on a system and of the observation of the reaction. Thus, if computer simulations are experiments, (...) either the computer hardware or the target system must be intervened on and observed. I argue against the first option using the non-observation argument, among others. The second option is excluded by e.g. the over-control argument, which stresses epistemological differences between experiments and simulations. To account for the similarities between experiments and computer simulations, I propose to say that computer simulations can model possible experiments and do in fact often do so. (shrink)

This book contains a representationalist theory of self-consciousness and of the phenomenal first-person perspective. It draws on empirical data from the cognitive and neurosciences.