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In a reply to Mizrahi (2019), Bryant (2020) raises several methodological concerns regarding my attempt to test hypotheses about the observation that academic philosophers tend to find “scientism” threatening empirically using quantitative, corpus based methods. Chief among her methodological concerns is that numbers of philosophical publications that mention “scientism” are a “poor proxy for scholarly sentiment” (Bryant 2020, 31). In reply, I conduct a sentiment analysis that is designed to find out whether academic philosophers have negative, positive, or neutral sentiments (...) |
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This paper argues that the main global critiques of scientism lose their punch because they rely on an uncharitable definition of their target. It focuses on epistemological scientism and divides it into four categories in terms of how strong (science is the only source of knowledge) or weak (science is the best source of knowledge) and how narrow (only natural sciences) or broad (all sciences or at least not only the natural sciences) they are. Two central arguments against scientism, the (...) |
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نوخاسته‌گرایان مشهوری نظیر نانسی مورفی و پاول دیویس مدعی‌اند قبول برخی دیدگاه‌های نوخاسته‌گرایانه وقوع تحولی اساسی در پارادایم علمی حاکم را در پی دارد. در این مقاله، نخست با واکاوی مضامین اصلی مربوط به مواضعی نظیر طبیعت‌گرایی، تقلیل‌گرایی، علم‌گرایی و نظیر اینها، تحلیلی کلی از مؤلفه‌های پارادایم علمی ارائه می‌شود. در ضمن این تحلیل، مؤلفه‌های مختلف مربوط به پارادایم علمی تبیین شده، نسبت این مؤلفه‌ها با یکدیگر بررسی می‌شود. پس از آن، به بررسی دیدگاه‌های نوخاسته‌گرایانه از هر دو قسم نوخاسته‌گرایی (...) |
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In his latest attack, even though he claims to be a practitioner of “close reading” (Wills 2018b, 34), it appears that Wills still has not bothered to read the paper in which I defend the thesis he seeks to attack (Mizrahi 2017a), or any of the papers in my exchange with Brown (Mizrahi 2017b; 2018a), as evidenced by the fact that he does not cite them at all. This explains why Wills completely misunderstands Weak Scientism and the arguments for the (...) |
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In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science teaching. Reference disciplines for teaching NOS are disciplines, which reflect upon science, like philosophy of science, history of science, and sociology of science. The culture of these disciplines is characterized by controversy rather than unified textbook knowledge. There is common agreement among educators of the arts and humanities that controversies in the reference disciplines should be represented (...) |
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This chapter outlines ways in which Wittgenstein’s opposition to scientism is manifest in his later conception of philosophy and the negative attitude he held toward his times. The chapter tries to make clear how these two areas of Wittgenstein’s thought are connected and reflect an anti-scientistic worldview he held, one intimated in Philosophical Investigations §122. -/- It is argued that the later Wittgenstein’s metaphilosophy is marked out against two scientistic claims in particular. First, the view that the scientific method is (...) |
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Moderate scientism is the view that empirical science can help answer questions in nonscientific disciplines. In this paper, we evaluate moderate scientism in philosophy. We review several ways that science has contributed to research in epistemology, action theory, ethics, philosophy of language, and philosophy of mind. We also review several ways that science has contributed to our understanding of how philosophers make judgments and decisions. Based on this research, we conclude that the case for moderate philosophical scientism is strong: scientific (...) |
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As one component of a broader social and normative response to the problem of suicide, scientism served to minimize sociopolitical and religious conflict around the issue. As such, it embodied, and continues to embody, a number of interests and values, as well as serving important social functions. It is thus comparable with other normative frameworks and can be appraised, from an ethical perspective, in light of these values, interests, and functions. This work examines the key values, interests, and functions of (...) |
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In a recent paper in 'Social Epistemology' Dimitri Ginev aims to show that Ludwik Fleck uses transcendental arguments in two contexts in his work that are closely intertwined: the context of comparative cognitive sociology and the context of socio-historical epistemology. I am skeptical about Ginev’s interpretation and my aim is to show that at least the part of Ginev’s argument in which he aims to show Fleck’s use of transcendental arguments in the context of socio-historical epistemology is not convincing. To (...) |
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The aim of this article is to explore where and why religious naturalism differs from its rivals, and also to consider some of the challenges religious naturalism faces. I argue that religious naturalism is best conceived as a reaction against both theists who are religious and naturalists who are atheists: the best option is taken to be a naturalist who is religious. Nevertheless, it is quite difficult to say more exactly what claims the view contains. In fact, it is argued, (...) |
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In the preceding Part 1 of this two-part paper, I set out the background necessary for an understanding of the current status of the debate surrounding the relationship between science and religion. In this second part, I will outline Ian Barbour’s influential four-fold typology of the possible relations, compare it with other similar taxonomies, and justify its choice as the basis for further detailed discussion. Arguments are then given for and against each of Barbour’s four models: conflict, independence, integration and (...) |
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The rapid adoption and implementation of artificial intelligence in medicine creates an ontologically distinct situation from prior care models. There are both potential advantages and disadvantages with such technology in advancing the interests of patients, with resultant ontological and epistemic concerns for physicians and patients relating to the instatiation of AI as a dependent, semi- or fully-autonomous agent in the encounter. The concept of libertarian paternalism potentially exercised by AI (and those who control it) has created challenges to conventional assessments (...) |
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There are widespread calls for school education to put more emphasis on developing students’ appreciation of the power and limitations of science. Without effective teaching, there is a risk that sensationalist media claims will unduly influence students’ perceptions of the power of science to already explain and predict aspects of our daily lives. Secondly, schools have a role in preparing students for a future in which they are likely to work and play alongside increasingly humanlike machines. The study reported here (...) |
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We assessed the impact of teaching methodological aspects of physics on students’ scientistic beliefs and subject interest in physics in a repeated-measurement design with a total of 142 students of upper secondary physics classes. Students gained knowledge of methodological aspects from the pre-test to the post-test and reported reduced scientistic beliefs, both from their own views and from their presumed prototypical physicists’ views. We found no direct impact of teaching on students’ subject interest in physics. As path analysis indicates, this (...) |
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The term “scientism” is often used as a denunciation of an uncritical ideological confidence in the abilities of science. Contrary to this practice, this article argues that there are feasible ways of defending scientism as a set of ideologies for political reform. Rejecting an essentialist approach to scientism as well as the view that ideologies have a solely negative effect on history, it argues that the political effect of ideologies inspired by a belief system (including scientism and various religions) must (...) |
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