Continental philosophy of science has developed alongside mainstream analytic philosophy of science. But where continental approaches are inclusive, analytic philosophies of science are not–excluding not merely Nietzsche’s philosophy of science but Gödel’s philosophy of physics. As a radicalization of Kant, Nietzsche’s critical philosophy of science puts science in question and Nietzsche’s critique of the methodological foundations of classical philology bears on science, particularly evolution as well as style (in art and science). In addition to the critical (in Mach, Nietzsche, Heidegger (...) but also Husserl just to the extent that continental philosophy of science tends to depart from a reflection on the crisis of foundations), other continental philosophies of science include phenomenology (Husserl, Bachelard, Merleau‐Ponty, etc.) and hermeneutics (Heidegger, Gadamer, Heelan, etc.), especially incorporating history of science (Nietzsche, Mach, Duhem, Butterfield, Feyerabend, etc.). Examples are drawn from the philosophy of sciences (chemistry, geology, and biology) other than physics. (shrink)

The philosophical analysis of chemistry has advanced at such a pace during the last dozen years that the existence of philosophy of chemistry as an autonomous discipline cannot be doubted any more. The present paper will attempt to analyse the experience of philosophy of chemistry at the, so to say, meta-level. Philosophers of chemistry have especially stressed that all sciences need not be similar to physics. They have tried to argue for chemistry as its own type of science and for (...) a pluralistic understanding of science in general. However, when stressing the specific character of chemistry, philosophers do not always analyse the question ‘What is science?’ theoretically. It is obvious that a ‘monistic’ understanding of science should not be based simply on physics as the epitome of science, regarding it as a historical accident that physics has obtained this status. The author’s point is that the philosophical and methodological image of science should not be chosen arbitrarily; instead, it should be theoretically elaborated as an idealization (theoretical model) substantiated on the historical practice of science. It is argued that although physics has, in a sense, justifiably obtained the status of a paradigm of science, chemistry, which is not simply a physical science, but a discipline with a dual character, is also relevant for elaborating a theoretical model of science. The theoretical model of science is a good tool for examining various issues in philosophy of chemistry as well as in philosophy of science or science studies generally. (shrink)

In his classic work The Mind and its Place in Nature published in 1925 at the height of the development of quantum mechanics but several years after the chemists Lewis and Langmuir had already laid the foundations of the modern theory of valence with the introduction of the covalent bond, the analytic philosopher C. D. Broad argued for the emancipation of chemistry from the crass physicalism that led physicists then and later—with support from a rabblement of philosophers who knew as (...) much about chemistry as etymologists—to believe that chemistry reduced to physics. Here Broad’s thesis is recast in terms more familiar to chemists. In the hard sell of particle physics, several prominent figures in chemistry—Hoffmann, Primas, and Pauling—have had their views interpreted to imply that they were sympathetic to greedy reductionism when in fact they were not. Indeed, being chemists without physicists as alter egos, they could not but side with Broad’s contention that chemistry, as a science that deals primarily in emergent phenomena which are beyond the purview of physicalism, owes no acquiescence to particle physics and its ethereal wares. Historically, among the most widely used expediencies in chemistry and materials science are additivity or mixture rules and their cohort transferability, all of which are devised and used under the mantle of naive reductionism. Here it is argued that while the transfer of functional groups between molecules works empirically to an extent, it is strictly outlawed by the no-cloning theorem of quantum mechanics. Several illustrative examples related to chemistry’s irreducibility to physics are presented and discussed. The failure of naive reductionism exhibited by the deep-inelastic scattering of leptons by A > 2 nuclei is traced to the same flawed reasoning that was the original basis of Moffitt’s ‘atoms in molecules’ hypothesis, the neglect of context, nuclei in the case of high-energy physics and molecules in the case of chemistry. A non-exhaustive list of other contexts from physics, chemistry, and molecular biology evidencing similar departures from the ideal of additivity or reductionism is provided for the perusal of philosophers. Had the call by the mathematician J. T. Schwartz for developments in mathematical linguistics possessed of a less single, less literal, and less simple-minded nature been met, perhaps it might have persuaded scientists to abandon their regressive fixation with unphysical reductionism and to adapt to new methodologies that engender a more nuanced handling of ubiquitous emergent phenomena as they arise in Nature than is the case today. (shrink)

Invited review of the anthology of new papers _Philosophy of Chemistry: Growth of a New Discipline_.

This work utilizes examples from chemical sciences to present fundamentals of dialectics and synergetics. The laws of dialectics remain appropriate at the level of atoms, at the level of molecules, at the level of the reactions, and at the level of ideas. The law of the unity and conflict of opposites is seen, for instance, in the relationships between the ionization energy and electron affinity of atoms, between the forward and back reactions, as well as in the differentiation and integration (...) between the various areas of chemistry. The law of the passage of quantitative changes into qualitative changes describes the transformation properties of the compounds when the number and arrangement of atoms in the molecule undergoes changes. According to this law, the development is accompanied by breaks and jumps. This paper suggests equations for the description of these relationships. The law of the negation of the negation is manifested in the Periodic Law, in the evolution of ideas about the mutual transformation of chemical elements, in the development the concept of triads of elements, etc. Small changes in the conventional Periodic Table on the basis of previously rejected versions allow reflecting secondary and additional periodicity. Synergetics, similarly to dialectics, is dedicated to the studies of general laws of evolution. Synergetics includes highly advanced and specified ideas of dialectics. The cornerstone of synergetics is the principles of self-organization and nonlinearity. Mathematical development of these concepts was substantially facilitated by considering oscillating chemical reactions as an example. These reactions are quite complex and therefore provide adequate models for self-organization. Oscillations may exist only upon execution of specific thermodynamic, mathematical, and chemical conditions. Mechanisms of several oscillatory reactions are briefly reviewed. The construction of novel biomimetic or smart materials based on oscillating reactions is described. (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)

Chemists do not aim at testing preconceptions or theoretical hypotheses only; they first and foremost produce and determine the object of chemical investigation: they learn through making. They never cease to create and stabilize heterogeneous devices, methods, models, and theories in order to act upon the world. Chemical bodies cannot be studied in isolation; their properties constitutively depend on what surrounds and acts upon them. Starting from the specificity of chemical practices, this paper investigates the meaning of consistency, inconsistency, and (...) that of the ceteris paribus clause, in this domain of science. In so doing, it defends the idea that studying what we call ‘a lack of consistency’ should always include the scrutiny of: the way a particular scientific practice is stabilized, and the ontological or pragmatic assumptions about the entities and processes upon which this practice revolves. (shrink)

The past decade or so has witnessed an increase in the number of philosophical discussions about emergence and reduction in science. However, many of these discussions (though not all) remain too abstract and theoretical, and are wanting with respect to concrete examples taken from the sciences. This dissertation studies the topics of reduction and emergence in the context of a case study. I focus on the case of chemistry and investigate how emergentism can help us secure the autonomy of this (...) discipline in relation to the underlying microphysics. I develop an account of emergence (called functional emergence) that is, I argue, capable of answering the question of why we have chemistry instead of just applied quantum mechanics. I argue that functionally emergent properties in chemistry -- properties that are defined by their behaviour, not by some shared microphysical constituent -- can help us defend the autonomy of chemistry; they allow for the existence of sui generis chemical regularities, which can be used in sui generis chemical explanations. Functional emergence generates difficulties for some accounts of inter-theoretic reduction, but unlike other theories of emergence it is compatible with weaker forms of reductionism. (shrink)

Nowadays it is well known among historians of science that Francis Bacon, one of the modern defender of the experimental method, owed much of his thoughts to the chemical or alchemical tradition (cf. e.g., Gregory 1938, West 1961, Linden 1974, and Rees 1977). In fact, alchemy, particularly in the Arabic tradition, was always based on laboratory investigations by carefully examining the results of controlled manipulation of materials.1 It is also well known that Francis Bacon’s appeal to the experimental method was (...) severe criticism of scholasticism in philosophy of nature and, in particular, of authority as the basis of knowledge.2 If we compare philosophy of nature in the early 17th century with phi-. (shrink)

Continental philosophies of science tend to exemplify holistic themes connecting order and contingency, questions and answers, writers and readers, speakers and hearers. Such philosophies of science also tend to feature a fundamental emphasis on the historical and cultural situatedness of discourse as significant; relevance of mutual attunement of speaker and hearer; necessity of pre-linguistic cognition based in human engagement with a common socio-cultural historical world; role of narrative and metaphor as explanatory; sustained emphasis on understanding questioning; truth seen as horizonal, (...) aletheic, or perspectival; and a tolerance for paradoxical and complex forms of expression. Continental philosophy of science is thus more comprehensive than philosophy of science in the analytic tradition, including (and as analytic philosophy of science does not tend to include) perspectives on the history of science as well as the social and practical dimensions of scientific discovery. Where analytic philosophy is about reducing or, indeed, eliminating the perennial problems of philosophy, Continental philosophy is all about thinking and that will mean, as both Heidegger and Nietzsche emphasize, making such problems more not less problematic. (shrink)

Philosophie ist konkret und abstrakt. Sie ist konkret im Gespür für Probleme, die jeden – oder jeden in einem bestimmten Bereich – betreffen. Sie ist abstrakt in der kritischen Formulierung und Lösung von Problemen, indem sie von besonderen Bedingungen und Voreingenommenheiten abstrahiert. Philosophie erfordert Kreativität, Phantasie und die Bereitschaft zu Unkonventionellem in der Wahl der Problemzugangsweisen. Wie alle Wissenschaften ist sie als Methode lehr- und entwickelbar, sofern ein gewisses Talent vorhanden ist. Philosophie beginnt dort, wo Wissenschaftler nicht mehr weiter fragen. (...) Was heute Philosophie ist, kann morgen Wissenschaft sein – Naturwissenschaft, Sozialwissenschaft oder Geisteswissenschaft –, Philosophie hat keine Vorlieben. (shrink)