The relation between rationality in science and rationality in moral discourse is of interest to philosophers and sociologists of science, to educators and moral philosophers. Apparently conflicting conceptions of rationality can be detected at the core of two current socio-educational controversies: the creationievolution controversy and that concerning “moral education.” This paper takes as its starting point the recorded views of participants in these controversies; exhibits the contradictions and their effect on the public; relates these contradictions to developments in the philosophy (...) and history of science; and suggests, in a preliminary way, one approach for dealing with the problem. (shrink)

The Principle of the Benefit of Doubt dictates that, whenever reasonably possible, we interpret earlier-day scientists as referring to entities posited by current science. Putnam has presented the principle as supplementary to his Causal Theory of Reference in order to make this theory generally applicable to theoretical terms. The present paper argues that the principle is of doubtful standing. In particular, it will be argued that the principle lacks a justification and, indeed, is unjustifiable as it stands.

The writings of Kuhn and Feyerabend on incommensurability challenged the idea that science progresses towards the truth. Davidson famously criticized the notion of incommensurability, arguing that it is incoherent. Davidson's argument was in turn criticized by Kuhn and others. This article argues that, although at least some of the objections raised against Davidson's argument are formally correct, they do it very little harm. What remains of the argument once the objections have been taken account of is still quite damaging to (...) the thesis that formerly endorsed scientific theories are incommensurable with those of today's science. (shrink)

This article attempts to develop a rational reconstruction of Kuhn's epistemological relativism which effectively defends it against an influential line of criticism in the work of Shapere and Scheffler. Against the latter's reading of Kuhn, it is argued (1) that it is the incommensurability of scientific problems, data, and standards, not that of scientific meanings which primarily grounds the relativism argument; and (2) that Kuhnian incommensurability is compatible with far greater epistemological continuity from one theory to another than is implied (...) by the criticisms in question. The reconstruction of Kuhn is then used to show that while it constitutes a provocative form of relativism, it can also plausibly account for the sense in which scientific development is rational, involves standards external to particular paradigms, and exhibits progress of a sort. Finally, the article attempts to develop an adequate critical perspective on Kuhn's relativism by distinguishing a ?short?run? from a ?long?run? relativism, and a relativism concerning scientific knowledge from one concerning scientific rationality in Kuhn; the challenge each poses to positi?vist philosophy of science is distinguished and separately evaluated. (shrink)

I begin to develop a framework for emergence in the physical sciences. Namely, I propose to explicate ontological emergence in terms of the notion of ‘novel reference’, and of an account of interpretation as a map from theory to world. I then construe ontological emergence as the “failure of the interpretation to mesh” with an appropriate linkage map between theories. Ontological emergence can obtain between theories that have the same extension but different intensions, and between theories that have both different (...) extensions and intensions. I illustrate the framework in three examples: the emergence of spontaneous magnetisation in a ferromagnet, the emergence of masslessness, and the emergence of space, in specific models of physics. The account explains why ontological emergence is independent of reduction: namely, because emergence is primarily concerned with adequate interpretation, while the sense of reduction that is relevant here is concerned with inter-theoretic relations between uninterpreted theories. (shrink)

In this paper I argue for the idea that, throughout the history of science, there are some cases of theory change that would show how science develops with no referential continuity. For this purpose, I analyze Psillos’ proposal of a theory of reference used to account for referential continuity in conceptual transitions. This kind of continuity is requested by Psillos —as by other philosophers— in his defense of scientific realism. By means of a historical case, the theory of germplasm of (...) August Weismann, I intend to demonstrate that Psillos’ demand for reference continuity can be found to be inadequate. DOI:10.5007/1808-1711.2010v14n3p335. (shrink)

In this paper, I try to articulate and clarify the role of the epistemic authority of experts in Kuhn’s explanation for the transition process between rival paradigms in the scientific revolutionary period. If science progresses, that process should contribute to the attainment of the cognitive aim of science, namely, the articulation of paradigms increasingly successful at the resolution of problems. It is hard to see that process as rational and as attaining the cognitive aim of science without the consideration of (...) epistemic authority.The mistake of Kuhn was to emphasize and clarify insufficiently the role of the epistemic authority of experts; his critics failed for ignoring it altogether. (shrink)

This article is by design a response to Alastair M. Taylor's "For Philosophers and Scientists: A General Systems Paradigm." That work is an advance over stage theories. But its focus on modernization tacitly accepts marginalization. Its focus on an undifferentiated evolving human species disregards intra- and intersocietal conflicts. Its uncritical talk of societal energy shifts obscures the reality of conquest and exploitation. If general systems theory is to be truly objective, it should take into account world-around system imbalance and the (...) relevance of Newton's Third Law. (Publisher omitted title of this article and used only its subtitle.). (shrink)

This paper replies to objections that have been raised against my operational-Kantian account of thought experiments by Fehige 2012 and 2013. Fehige also sketches an alternative Neo-Kantian account that utilizes Michael Friedman’s concept of a contingent and changeable a priori. To this I shall reply, first, that Fehige’s objections not only neglect some fundamental points I had made as regards the realizability of TEs, but also underestimate the principle of empiricism, which was rightly defended by Kant. Secondly, in opposition to (...) what he states, my account does not differ in a very essential way from the empiricist solutions either as regards the power of TEs to predict something new about empirical reality, or as regards the criteria for telling apart good from bad TEs. Thirdly, in the light of the Kantian definition of the a priori, Friedman’s corresponding notion is contrary both to the spirit and to the letter of Kant’s philosophy; moreover, from a theoretical point of view, a material a priori is theoretically untenable since, counter to Friedman’s own intentions, it leads to relativism. -/- . (shrink)

The discussion presents a framework of concepts that is intended to account for the rationality of semantic change and variation, suggesting that each scientific concept consists of three components of content: 1) reference, 2) inferential role, and 3) the epistemic goal pursued with the concept’s use. I argue that in the course of history a concept can change in any of these components, and that change in the concept’s inferential role and reference can be accounted for as being rational relative (...) to the third component, the concept’s epistemic goal. This framework is illustrated and defended by application to the history of the gene concept. It is explained how the molecular gene concept grew rationally out of the classical gene concept despite a change in reference, and why the use and reference of the contemporary molecular gene concept may legitimately vary from context to context. (shrink)

What factors are involved in the resolution of scientific disputes? What factors make the resolution of such disputes rational? The traditional view confers an important role on observation statements that are shared by proponents of competing theories. Rival theories make incompatible (sometimes contradictory) observational predictions about a particular situation, and the prediction made by one theory is borne out while the prediction made by the other is not. Paul Feyerabend, Thomas Kuhn, and Paul Churchland have called into question this account (...) of theory-resolution. According to these philosophers, substantially different and competing scientific theories are semantically incommensurable: those theories do not share a common observation language. Two charges have been leveled against the semantic incommensurability theories. The first is that it ignores that some semantic features of observational terms (e.g., their reference) can be expressed by proponents of competing theories. The second is that the semantic incommensurability thesis is self-defeating. In this paper I will argue that both of these charges are true but not for the reasons usually given. (shrink)

In this article, the impact of Thomas Kuhn’s The Structure of Scientific Revolutions on the sociology of science is evaluated. The main argument is that a questionable construction of Kuhn’s work heralded the constructivist revolution that ultimately contributed to the division between sociology of science and sociology of scientific knowledge. A reorientation of sociology of science that combines institutional and constructivist perspectives is advocated.

Part of teaching the descriptive phenomenological psychological method is to assist students in grasping their previously unrecognized assumptions regarding the meaning of “science.” This paper is intended to address a variety of assumptions that are encountered when introducing students to the descriptive phenomenological psychological method pioneered by Giorgi. These assumptions are: 1) That the meaning of “science” is exhausted by empirical science, and therefore qualitative research, even if termed “human science,” is more akin to literature or art than methodical, scientific (...) inquiry; 2) That as a primarily aesthetic, poetic enterprise human scientific psychology need not attempt to achieve a degree of rigor and epistemological clarity analogous to that pursued by natural scientists; 3) That “objectivity” is a concept belonging to natural science, and therefore human science ought not to strive for objectivity because this would require “objectivizing” the human being; 4) That qualitative research must always adopt an “interpretive” approach, description being seen as merely a mode of interpretation. These assumptions are responded to from a perspective drawing primarily upon Husserl and Merleau-Ponty, but also upon Eagleton’s analysis of aestheticism. (shrink)

In this article, I discuss Gadamer's hermeneutic account of understanding as an alternative to Kuhn's incommensurability thesis. After a brief account of Kuhn's aesthetic account and arguments against it, I argue that the linguistic account faces a paradox that results from Kuhn's objectivist account of understanding, and his lack of historical reflexivity. The statement 'Languages are incommensurable' is not a unique view of language, and is thus subject to contest by incommensurable readings. Resolving the paradox requires an account of incommensurability (...) that is self-referentially consistent, open-ended, and historically reflexive whereby we recognize that our very interest in incommensurability is historically conditioned. By meeting these conditions, Gadamer's account of historical understanding offers a middle ground between two extremes: on the one side is the claim that understanding involves becoming a native of an incommensurable language, and on the other side is the rejection of the prospect of understanding a contextually removed language altogether. Gadamer is discussed as a mediator between Kuhn's epistemic and historical projects, and thus paves the way for a new hermeneutics of science. The notions of traditional horizon, historically effected consciousness, the universality of interpretation, alienation, dialogical openness, and the fusion of horizons are also discussed. (shrink)

Understanding the relationship between experts and laypeople is crucial for understanding today’s world of post-truth and the contemporary crisis of liberal democracy. The emergence of post-truth has been linked to various phenomena such as a flawed social and mass media ecosystem, poor citizen education, and the manipulation tactics of powerful interest groups. The paper argues that the problem is, however, more profound. The underlying issue is laypeople’s inevitable epistemic dependence on experts. The latter is part and parcel of the “risk (...) society” in which people question the scientific consensus and thus are able to manipulate the facts. It is a powerful weapon in the hands of illiberal democrats, though liberal democrats can make no use of it. The latter downplay the problem of citizens’ epistemic deficits and of the epistemic asymmetries between them. The third and fourth generations of deliberative democrats are a perfect example. The paper argues that the concepts of interactional expertise and epistemic dependence explain why understanding between experts and laypeople is impossible. The said phenomena undermine liberalism’s unrealistic assumptions concerning citizens’ decision-making competence. (shrink)

This essay explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses. These examples can help resolve two basic difficulties faced by most instructors, especially when teaching lower-level courses: first, they can prompt students to take an active interest in the class material, since the examples will involve aspects of the culture well-known, or at least more interesting, to the students; and second, these familiar, less-threatening examples will lessen the students' collective anxieties and open them (...) up to learning the material more easily. To demonstrate this strategy of constructing and employing non-scientific examples, a lengthy analogy between musical styles and Kuhn's theory of scientific revolutions is developed. (shrink)

El año 1962 vio la introducción, por parte de Kuhn y Feyerabend, de la tesis de la inconmensurabilidad de las teorías científicas . Desde entonces, la tesis ha sido debatida ampliamente y ha atraído muchos críticos. Su influencia aún es considerable, particularmente en las áreas de la historia y la filosofía de la ciencia interesadas en el cambio y la elección de teorías. Esta influencia se debe, en gran medida, a la inmensa popularidad de la obra maestra de Kuhn, La (...) Estructura de las revoluciones científicas, la cual asegura que la idea de la inconmensurabilidad continúe alcanzando un público amplio. Sin embargo, no es tan ampliamente apreciado que la versión de Kuhn de la inconmensurabilidad ha ido sufriendo, con el tiempo, un proceso continuo de revisión y clarificación. Como resultado de esto, la versión de la tesis por la que Kuhn es mejor conocido difiere notablemente de la versión que él asume en el presente. En este artículo presento un estudio del proceso de cambio, caracterizando las etapas principales por las que transcurre el concepto kuhniano de inconmensurabilidad. (shrink)

Sumário: 1. El caso del método científico, Alberto Oliva; 2. Un capítulo de la prehistoria de las ciencias humanas: la defensa por Vico de la tópica, Jorge Alberto Molina; 3. La figura de lo cognoscible y los mundos, Pablo Vélez León; 4. Lebenswelt de Husserl y las neurociencias, Vanessa Fontana; 5. El uso estético del concepto de mundos posibles, Jairo Dias Carvalho; 6. Realismo normativo no naturalista y mundos morales imposibles, Alcino Eduardo Bonella; 7. En la lógica de pragmatismo, Hércules (...) de Araujo Feitosa, Luiz Henrique da Cruz Silvestrini; 8 La lógica, el tiempo y el lenguaje natural: un sistema formal para tiempos de portugués, Carlos Luciano Manholi. / Temas em filosofia contemporânea II / Jonas Rafael Becker Arenhart, Jaimir Conte, Cezar Augusto Mortari (orgs.) – Florianópolis : NEL/UFSC, 2016. 167 p. : tabs. - (Rumos da epistemologia ; v. 14); ISBN 978-85-87253-27-9 (papel); ISBN 978-85-87253-26-2 (e-book). (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)

This book presents a critical analysis of the semantic incommensurability thesis of Thomas Kuhn and Paul Feyerabend. In putting forward the thesis of incommensurability, Kuhn and Feyerabend drew attention to complex issues concerning the phenomenon of conceptual change in science. They raised serious problems about the semantic and logical relations between the content of theories which deploy unlike systems of concepts. Yet few of the more extreme claims associated with incommensurability stand scrutiny. The argument of this book is as follows. (...) The terms of theories with different concepts diverge semantically and the vocabularies of such theories may not be fully intertranslatable. Given the possibility of referential overlap between the terms of conceptually divergent theories, it does not follow that the content of such theories is incomparable. Nor, given the distinction between understanding a language and translation from one language into another, does it follow that the proponents of mutually untranslatable theories are unable to communicate. Neither is it the case that the shift between conceptually divergent theories involves a discontinuous transition between theories which have no common reference or that refer to distinct worlds of their own making. The semantic differences resulting from conceptual variance may be embraced within a thoroughly realist framework on which they are construed as diverse linguistic relations to a fixed and independent reality. -/- The book, which was originally published in 1994, has now been re-issued in the Routledge Revivals series. -/- . (shrink)

A popular rejoinder to the potential threat that incommensurability might pose to scientific realism has been the referential response: despite meaning variance, there can be referential continuity, which is sufficient for rational theory choice. This response has been charged with meta-incommensurability, according to which it begs the question by assuming realist metaphysics. However, realists take it to be a rhetorical device that hinders productive discussion. By reconstructing the debate, this paper aims to demonstrate two things. First, there are unexpected commonalities (...) between realists and non-realists, meaning that the charge of meta-incommensurability is more or less exaggerated. Second, meta-incommensurability, which is to be found in the ways to make sense of referential overlap at the token level, still plays a role in the realism debate. (shrink)

Thesis (Ph. D.)--University of Hawaii at Manoa, 1991.

In this paper we discuss three examples of the appropriation of Kuhn’s ideas in philosophy of science. First we deal with classical logical empiricism. Perhaps somewhat surprisingly, the arch-logical empiricist Carnap considered Kuhn’s socio-historical account as a useful complementation, and not as a threat of the philosophy of science of logical empiricism. As a second example we consider the attempt of the so-called struc- turalist philosophy of science to provide a “rational reconstruction” of Kuhn’s approach. Finally, we will deal with (...) Friedman’s proposal to apply Kuhn’s ideas to the formulation of a modernized, historically enlightened Kantian approach that is based on the concept of a non-apodictic constitutive and historically moving a priori. (shrink)

The present paper gives a philosophical analysis of the conceptual variation in the homology concept. It is argued that different homology concepts are used in evolutionary and comparative biology, in evolutionary developmental biology, and in molecular biology. The study uses conceptual role semantics, focusing on the inferences and explanations supported by concepts, as a heuristic tool to explain conceptual change. The differences between homology concepts are due to the fact that these concepts play different theoretical roles for different biological fields. (...) The specific theoretical needs and explanatory interests of different research approaches lead to different homology concepts. (shrink)