The Linda paradox is a key topic in current debates on the rationality of human reasoning and its limitations. We present a novel analysis of this paradox, based on the notion of verisimilitude as studied in the philosophy of science. The comparison with an alternative analysis based on probabilistic confirmation suggests how to overcome some problems of our account by introducing an adequately defined notion of verisimilitudinarian confirmation.

El realismo estructural, como respuesta a la crítica de la llamada “metainducción pesimista”, postula la persistencia de la estructura matemática de las teorías en algunos casos cuando se producen cambios en la evolución de éstas, de tal modo que el éxito de las teorías posteriores se explica por la retención estructural de las teorías anteriores. Aunque en el estructuralismo metateórico no existe un punto de vista monolítico con relación al debate realismo/anti-realismo, en este trabajo se analizarán y discutirán, desde esta (...) propuesta modelística, la validez de los argumentos centrales del realismo estructural como alternativa al realismo científico estándar. Siguiendo la distinción trazada por Ladyman entre realismo estructural epistémico y realismo estructural óntico, en este trabajo se hará una caracterización general del primero, pero el análisis se focalizará principalmente en el análisis y la crítica del segundo. Para ello se echará mano de las herramientas teórico-conceptuales que proporciona la meta-teoría estructuralista en filosofía de la ciencia y, particularmente, de la identificación que en ella se hace de las teorías como clases o conjuntos de modelos y/o estructuras conjuntistas, a fin de clarificar, desde esta propuesta meta-teórica, los presupuestos básicos de lo que Sneed denomina el “realismo científico mínimo” y su variante, el realismo estructural epistemológico, en particular lo que se refiere a su noción de continuidad estructural y a la propuesta de algunos autores de apelar a la sentencia de Ramsey como justificación del realismo estructural sin referencia. (shrink)

Two metascientific concepts that have been ― and still are ― object of philosophical analysis are the concepts of model and theory. But while the concept of scientific theory was one of the concepts to which philosophers of science devoted most attention during the 20th century, it is only in recent decades that the concept of scientific model has come to occupy a central position in philosophical reflection. However, it has done so in such a way that, at present, as (...) Jim Bogen states in the back cover of the book Scientific Models in the Philosophy of Science, by Daniela Bailer-Jones, “[t]he standard philosophical literature on the role of models in scientific reasoning is voluminous, disorganized, and confusing”. In spite of this, one of the axes that would allow us to organize at least part of this literature, and with which Bailer-Jones’ book closes, is that which is identified as one of the “contemporary philosophical issues: how theories and models relate to each other” (Bailer-Jones 2009, p. 208).That is why, in this introduction to the special issues of Metatheoria devoted to the topic of “Models and Theories in Biology”, we will present the main advances that have been made in the philosophical analysis of the concepts of model and theory in general and in biology in particular, and we will also do the same with the answers that have been given to the problem of "how theories and models relate to each other”. (shrink)

There is nowadays consensus in the community of didactics of science regarding the need to include the philosophy of science in didactical research, science teacher education, curriculum design, and the practice of science education in all educational levels. Some authors have identified an ever-increasing use of the concept of ‘theoretical model’, stemming from the so-called semantic view of scientific theories. However, it can be recognised that, in didactics of science, there are over-simplified transpositions of the idea of model. In this (...) sense, contemporary philosophy of science is often blurred or distorted in the science education literature. In this paper, we address the discussion around some meta-theoretical concepts that are introduced into didactics of science due to their perceived educational value. We argue for the existence of a ‘semantic family’, and we characterise four different versions of semantic views existing within the family. In particular, we seek to contribute to establishing a model-based didactics of science mainly supported in this semantic family. (shrink)

Operationalism and theoretical entities. The thesis of the“theory ladenness” of observation leads to an antinomy. In order to solve this antinomy a technical operationalism is sketched, according to which theories should in principle not contain anything that cannot be reduced to technical procedures. This implies the rejection of Quine's underdeterminacy thesis and of many views about the theoretical-observational distinction, e.g. neopositivistic views, van Fraassen's view, Sneed-Stegmüller's view. Then I argue for the following theses: 1. All scientific concepts are theory laden (...) in the sense that they allow us to anticipate possible experiences, but they have to be in principle fully observable, i.e. integrally convertible into operational-technical applications. 2. The observation/theory distinction can be maintained as a historical one: what is observable depends on the instruments that are available at any stage of the development of science. 3.In principle theoretical entities are empirically real in Hacking's sense. However, some aspects of Hacking's realism are to be criticized. Theoretical entities are to be resolved into the totality of the interrelated properties accessible to us by means of theoretical points of view embodied in scientific instruments. (shrink)

An account of physical explanation derived from the instance view of scientific explanation is outlined, and it is shown that this account does not cover explanations by theories which contain theoretical functions. An alternative account, also derived from the instance view, is proposed on the basis of Sneed's account of theories. It is shown that this account does cover theoretical explanations. Finally, it is shown that this account can accommodate explananda that record errors of measurement.

La parution de la monographic de Sneed,The Logical Structure of Mathematical Physics a suscité un renouveau d'intérêt en philosophie contemporaine des sciences. Cet ouvrage arrivait à un moment où l'épistémologie des sciences, telle que développée dans les milieux germaniques et anglo-saxons, accusait de graves insuffisances dans la reconstruction rationnelle du développement historique des théories physiques. Mis sur la défensive par les thèses et arguments historiques de Kuhn et de Feyerabend, ces milieux « orthodoxes » devaient reconnaitre l'état embryonnaire de ce (...) qui devait être uneépistémologie diachroniquedes sciences, une épistémologie du changement scientifique où les méthodes d'analyse formelle puissent être aussi mises á contribution. A cela s'ajoutait un certain malaise, une certaine stagnation de la problématique, plus synchronique, de l'approche traditionnelle issue du mouvement empiriste logique. Le probleme de la dichotomielangage théorique—langage observationnel, ainsi que son fidèle compagnon, le problème destermes théoriques, le statut épistémologique desrègies de correspondance, la dèfinition du concept d'analyticitéen science, autant de questions qui avaient été discutées et critiquées, à maintes reprises, pour aboutir à des résultats peu concluants aux yeux des philosophes, comme à ceux des physiciens préoccupés des fondements de leur discipline et à qui la teneur de cette discussion semblait souvent étrangère à la pratique scientifique. (shrink)