We examine, from the partial structures perspective, two forms of applicability of mathematics: at the “bottom” level, the applicability of theoretical structures to the “appearances”, and at the “top” level, the applicability of mathematical to physical theories. We argue that, to accommodate these two forms of applicability, the partial structures approach needs to be extended to include a notion of “partial homomorphism”. As a case study, we present London's analysis of the superfluid behavior of liquid helium in terms of Bose‐Einstein (...) statistics. This involved both the introduction of group theory at the top level, and some modeling at the “phenomenological” level, and thus provides a nice example of the relationships we are interested in. We conclude with a discussion of the “autonomy” of London's model. (shrink)

Traditional frameworks for evaluating scientific models have tended to downplay their exploratory function; instead they emphasize how models are inherently intended for specific phenomena and are to be judged by their ability to predict, reproduce, or explain empirical observations. By contrast, this paper argues that exploration should stand alongside explanation, prediction, and representation as a core function of scientific models. Thus, models often serve as starting points for future inquiry, as proofs of principle, as sources of potential explanations, and as (...) a tool for reassessing the suitability of the target system. This is illustrated by a case study of the varied career of reaction-diffusion models in the study of biological pattern formation, which was initiated by Alan Turing in a classic 1952 paper. Initially regarded as mathematically elegant, but biologically irrelevant, demonstrations of how, in principle, spontaneous pattern formation could occur in an organism, such Turing models have only recently rebounded, thanks to advances in experimental techniques and computational methods. The long-delayed vindication of Turing’s initial model, it is argued, is best explained by recognizing it as an exploratory tool. (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)

Scientific inquiry has led to immense explanatory and technological successes, partly as a result of the pervasiveness of scientific theories. Relativity theory, evolutionary theory, and plate tectonics were, and continue to be, wildly successful families of theories within physics, biology, and geology. Other powerful theory clusters inhabit comparatively recent disciplines such as cognitive science, climate science, molecular biology, microeconomics, and Geographic Information Science (GIS). Effective scientific theories magnify understanding, help supply legitimate explanations, and assist in formulating predictions. Moving from their (...) knowledge-producing representational functions to their interventional roles (Hacking 1983), theories are integral to building technologies used within consumer, industrial, and scientific milieus. -/- This entry explores the structure of scientific theories from the perspective of the Syntactic, Semantic, and Pragmatic Views. Each of these views answers questions such as the following in unique ways. What is the best characterization of the composition and function of scientific theory? How is theory linked with world? Which philosophical tools can and should be employed in describing and reconstructing scientific theory? Is an understanding of practice and application necessary for a comprehension of the core structure of a scientific theory? How are these three views ultimately related? (shrink)

Scientific representation: A long journey from pragmatics to pragmatics Content Type Journal Article DOI 10.1007/s11016-010-9465-5 Authors James Ladyman, Department of Philosophy, University of Bristol, 9 Woodland Rd, Bristol, BS8 1TB UK Otávio Bueno, Department of Philosophy, University of Miami, Coral Gables, FL 33124, USA Mauricio Suárez, Department of Logic and Philosophy of Science, Complutense University of Madrid, 28040 Madrid, Spain Bas C. van Fraassen, Philosophy Department, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132, USA Journal Metascience Online (...) ISSN 1467-9981 Print ISSN 0815-0796. (shrink)

In this paper, a modest version of the Semantic View is motivated as both tenable and potentially fruitful for philosophy of science. An analysis is proposed in which the Semantic View is characterized by three main claims. For each of these claims, a distinction is made between stronger and more modest interpretations. It is argued that the criticisms recently leveled against the Semantic View hold only under the stronger interpretations of these claims. However, if one only commits to the modest (...) interpretation for all the claims, then the view obtained, the Modest Semantic View, is tenable and fruitful for the philosophy of science. (shrink)

Using an example of a computer simulation of the convective structure of a red giant star, this paper argues that simulation is a rich inferential process, and not simply a "number crunching" technique. The scientific practice of simulation, moreover, poses some interesting and challenging epistemological and methodological issues for the philosophy of science. I will also argue that these challenges would be best addressed by a philosophy of science that places less emphasis on the representational capacity of theories (and ascribes (...) that capacity instead to models) and more emphasis on the role of theory in guiding (rather than determining) the construction of models. (shrink)

In this paper, a criticism of the traditional theories of approximation and idealization is given as a summary of previous works. After identifying the real purpose and measure of idealization in the practice of science, it is argued that the best way to characterize idealization is not to formulate a logical model – something analogous to Hempel's D-N model for explanation – but to study its different guises in the praxis of science. A case study of it is then made (...) in thermostatistical physics. After a brief sketch of the theories for phase transitions and critical phenomena, I examine the various idealizations that go into the making of models at three difference levels. The intended result is to induce a deeper appreciation of the complexity and fruitfulness of idealization in the praxis of model-building, not to give an abstract theory of it. (shrink)

Catherine Elgin has recently argued that a nonfactive conception of understanding is required to accommodate the epistemic successes of science that make essential use of idealizations and models. In this paper, I argue that the fact that our best scientific models and theories are pervasively inaccurate representations can be made compatible with a more nuanced form of scientific realism that I call Understanding Realism. According to this view, science aims at (and often achieves) factive scientific understanding of natural phenomena. I (...) contend that this factive scientific understanding is provided by grasping a set of true modal information about the phenomenon of interest. Furthermore, contrary to Elgin’s view, I argue that the facticity of this kind of scientific understanding can be separated from the inaccuracy of the models and theories used to produce it. (shrink)

"Partial realism" is a common position in the contemporary philosophy of science literature. It states that the "essential" elements of empirically successful scientific theories accurately represent corresponding features the world. This thesis makes several novel contributions related to this position. Firstly, it offers a new definition of the concept of “empirical success”, representing a principled merger between the use-novelty and unification accounts. Secondly, it provides a comparative critical analysis of various accounts of which elements are "essential" to the success of (...) a theory, including structural realism and the divide et impera strategy. A novel account of essentialness, entitled the “empirically successful sub-theory "account", is defended. Thirdly, it is argued that the realism/anti-realism debate should put to the side metaphysical questions and focus instead on partial realism's commitment to the continuity of science. Because this commitment lacks metaphysical implications, it is referred to as "deflationary realism". Anti-realists cannot reject deflationary realism as a matter of a priori principle; its overall viability can therefore only be assessed by a careful examination of the history of science. Finally, another consequence of partial realism, named "partial rationalism", is defended. Partial rationalism states that, in cases where several competing theories have been suggested, scientists are rational just in case they accept the essential elements of each of the scientific theories on offer. This novel position subverts the existing literature on scientific "revolutions", as it sometimes demands that scientists devise a synthesis between competing scientific theories, instead of "choosing" only one. The philosophical points defended in this thesis are illustrated and supported by case studies from the history of science, including Fresnel’s wave theory of light, the Copernican revolution, the "neo-Darwinian synthesis" in evolutionary biology, the "prion revolution" in molecular biology, the miasma theory of disease, and the chemical revolution. (shrink)

In recent years, the use of historical cases in philosophy of science has become a proper topic of reflection. In this article I will contribute to this research by means of a discussion of one very famous example of case-based philosophy of science, namely the debate on the London & London model of superconductivity between Cartwright, Suárez and Shomar on the one hand, and French, Ladyman, Bueno and Da Costa on the other. This debate has been going on for years, (...) without any satisfactory resolution. I will argue here that this is because both sides impose on the historical case a particular philosophical conception of scientific representation that does not do justice to the historical facts. Both sides assume, more specifically, that the case concerns the discovery of a representational connection between a given experimental insight – the Meissner effect – and the diamagnetic meaning of London and London’s new equations of superconductivity. I will show, however, that at the time of the Londons’ publication, neither the experimental insight nor the meaning of the new equations was established: both were open for discussion and they were stabilized only later. On the basis of this historical discussion, I will then propose an alternative approach to the case study: the case should not be seen as a site of confrontation between pre-existing philosophical accounts, but rather as a way to historically elaborate and develop philosophical concepts. I will then show how approaching the historical episode in this way suggests an alternative approach to the philosophical study of representation, according to which it involves the establishment, over time, of a stable connection between constellations of different elements that, through discussion and engagement with alternative views and approaches, come to constitute phenomenon and meaning. (shrink)

In the seventeenth and eighteenth centuries, mathematicians and physical philosophers managed to study, via mathematics, various physical systems of the sublunar world through idealized and simplified models of these systems, constructed with the help of geometry. By analyzing these models, they were able to formulate new concepts, laws and theories of physics and then through models again, to apply these concepts and theories to new physical phenomena and check the results by means of experiment. Students’ difficulties with the mathematics of (...) high school physics are well known. Science education research attributes them to inadequately deep understanding of mathematics and mainly to inadequate understanding of the meaning of symbolic mathematical expressions. There seem to be, however, more causes of these difficulties. One of them, not independent from the previous ones, is the complex meaning of the algebraic concepts used in school physics, as well as the complexities added by physics itself. Another source of difficulties is that the theories and laws of physics are often applied, via mathematics, to simplified, and idealized physical models of the world and not to the world itself. This concerns not only the applications of basic theories but also all authentic end-of-the-chapter problems. Hence, students have to understand and participate in a complex interplay between physics concepts and theories, physical and mathematical models, and the real world, often without being aware that they are working with models and not directly with the real world. (shrink)

In some visual cases, especially those in which one reasons from a visual model to a conclusion, it is tempting to think that some new normative base, perhaps a visual logic is in order. I show that, at least in the case of what I’ll call appeal to visual models, the same criteria are required in visual and verbal cases.

Thesemanticviewofscientifictheoriesassumesthedependenceofmodelsontheories.Someauthorschal- lenge that assumption by means of the study of certain models conceived as phenomenological. On the basis of the analysis of atomic and molecular models in quantum chemistry, in this article we will argue for an independence of models from theories, which cannot be interpreted as merely historical and context relative. Those models shows a conceptual independence that is constitutive of the modeling process; such independence cannot be conceived as a result of a contingent deficiency of the theory used, (...) deficiency that would be overcome by the future progress of science. (shrink)

In “The Toolbox of Science” (1995) together with Towfic Shomar we advocated a form of instrumentalism about scientific theories. We separately developed this view further in a number of subsequent works. Steven French, James Ladyman, Otavio Bueno and Newton Da Costa (FLBD) have since written at least eight papers and a book criticising our work. Here we defend ourselves. First we explain what we mean in denying that models derive from theory – and why their failure to do so should (...) be lamented. Second we defend our use of the London model of superconductivity as an example. Third we point out both advantages and weaknesses of FLBD’s techniques in comparison to traditional Anglophone versions of the semantic conception. Fourth we show that FLBD’s version of the semantic conception has not been applied to our case study. We conclude by raising doubts about FLBD’s overall project. (shrink)

This paper analyzes two ways idealized biological models produce factive scientific understanding. I then argue that models can provide factive scientific understanding of a phenomenon without providing an accurate representation of the features of their real-world target system. My analysis of these cases also suggests that the debate over scientific realism needs to investigate the factive scientific understanding produced by scientists’ use of idealized models rather than the accuracy of scientific models themselves.

How professions should be defined and separated from other occupations has constituted an enduring theoretical and empirical problem in studies of the professions. In this article, the definitions of the so-called list approaches, involving enumerations of social attributes, are scrutinized. Weak-nesses are highlighted and analysed. It is argued that an alternative approach to the issue of definition, commencing from the epistemic or cognitive dimensions of professions, may be more fruitful. One such possibility is presented by setting out from realist philosophy (...) of science. The links between science and profession are explored by addressing, primarily, the relation between the concepts of mechanism and intervention. A new, ‘invariant’ definition is proposed. In conclusion, a few consequences for future empirical studies of the professions are outlined. (shrink)

The extensive use of modelling in physics research has many implications on how it is used in physics education. An interesting case is the use of models in producing of new knowledge, which we here refer to as generative modelling. Generative modelling can serve as a cognitive tool bridging conceptual reality and real phenomena by mutually fitting of simulations and experiments. In this fitting process of fitting, pursuing partial mimetic similarity in simulations and experiments acquires a central epistemological role. At (...) the core of generative modelling is the creative use of theoretical and empirical elements of modelling as well as the explorative manipulation of real conditions to fit the models. We argue here that such modelling is also identifiable as authentic by the modelling practitioners themselves and that such a modelling approach supports constructively oriented and creative teaching solutions. (shrink)

This article argues in favour of an inferential role for fictions in scientific modelling. The argument proceeds by means of a detailed case study, namely models of the internal structure of stars in stellar astrophysics. The main assumptions in such models are described, and it is argued that they are best understood as useful fictions. The role that conditionals play in these models is explained, and it is argued that fictional assumptions play an important role as either background or antecedent (...) conditions. I then expand on the argument for the compatibility of fictions and scientific realism. I argue that realism and antirealism plausibly offer correspondingly different accounts of the semantics of these fictional conditionals. (shrink)

James Maffie claims that weak continuity reliabilism is compatible with the principles, as well as the insights, of the Strong Programme in the Sociology of Knowledge (SPSK). There are three possible readings of weak continuity reliabilism: I argue that the first two are unsound, while the third is actually inconsistent with the principles of SPSK. SPSK is instead compatible with an identicist epistemology, one that does not aim to distinguish scientific epistemology from our everyday epistemic practice.

My aim in this paper is to articulate an account of scientific modeling that reconciles pluralism about modeling with a modest form of scientific realism. The central claim of this approach is that the models of a given physical phenomenon can present different aspects of the phenomenon. This allows us, in certain special circumstances, to be confident that we are capturing genuine features of the world, even when our modeling occurs independently of a wholly theoretical motivation. This framework is illustrated (...) using a recent debate from meteorology. (shrink)

In this paper we present a semantic analysis of the application of didactic constructivism to chemical education. We show that the psychological basis of constructivism yield, when applied to chemistry, an internalist semantics for the chemical names. Since these names have been presented as typical examples of an externalism for kind terms, a fundamental incompatibility ensues. We study this situation, to conclude that it affects chemical education at every level. Finally, we present a preliminary analysis of this problem from the (...) point of view of physics. (shrink)

A natural way to think of models is as abstract entities. If theories employ models to represent the world, theories traffic in abstract entities much more widely than is often assumed. This kind of thought seems to create a problem for a scientific realist approach to theories. Scientific realists claim theories should be understood literally. Do they then imply the reality of abstract entities? Or are theories simply—and incurably—false? Or has the very idea of literal understanding to be abandoned? Is (...) then fictionalism towards scientific theories inevitable? This paper argues that scientific realism can happily co-exist with models qua abstracta. (shrink)

In this paper, I discuss the discovery of the DNA structure by Francis Crick and James Watson, which has provoked a large historical literature but has yet not found entry into philosophical debates. I want to redress this imbalance. In contrast to the available historical literature, a strong emphasis will be placed upon analysing the roles played by theory, model, and evidence and the relationship between them. In particular, I am going to discuss not only Crick and Watson's well-known model (...) and Franklin's x-ray diffraction pictures (the evidence) but also the less well known theory of helical diffraction, which was absolutely crucial to Crick and Watson's discovery. The insights into this groundbreaking historical episode will have consequences for the ‘new’ received view of scientific models and their function and relationship to theory and world. The received view, dominated by works by Cartwright and Morgan and Morrison ([1999]), rather than trying to put forth a ‘theory of models’, is interested in questions to do with (i) the function of models in scientific practice and (ii) the construction of models. In regard to (i), the received view locates the model (as an idealized, simplified version of the real system under investigation) between theory and the world and sees the model as allowing the application of the former to the latter. As to (ii) Cartwright has argued for a phenomenologically driven view and Morgan and Morrison ([1999]) for the ‘autonomy’ of models in the construction process: models are determined neither by theory nor by the world. The present case study of the discovery of the DNA structure strongly challenges both (i) and (ii). In contrast to claim (i) of the received view, it was not Crick and Watson's model but rather the helical diffraction theory which served a mediating purpose between the model and the x-ray diffraction pictures. In particular, Cartwright's take on (ii) is refuted by a comparison of Franklin's bottom-up approach with Crick and Watson's top-down approach in constructing the model. The former led to difficulties, which only a strong confidence in the structure incorporated in the model could circumvent. How to Get to the Structure 1.1 X-ray diffraction and its synthesis 1.2 Model building and Pauling's panache 1.3 The structure of proteins 1.3.1 A failed inference to the best explanation 1.3.2 The misleading 5.1 Å spot in proteins and how to get rid of it 1.3.3 Derived predictions from Pauling's alpha-helix of protein molecules The CCV Theory of Helical X-Ray Diffraction 2.1 The role of the CCV theory in the discovery of the DNA structure Killing the Helix 3.1 Appreciating all evidence—in vain Conclusion Epilogue: Chargaff's Ratios CiteULike Connotea Del.icio.us What's this? (shrink)

I first give a brief summary of a critique of the traditional theories of approximation and idealization; and after identifying one of the major roles of idealization as detaching component processes or systems from their joints, a detailed analysis is given of idealized laws – which are discoverable and/or applicable – in such processes and systems (i.e., idealized model systems). Then, I argue that dispositional properties should be regarded as admissible properties for laws and that such an inclusion supplies the (...) much needed connection between idealized models and the laws they `produce'' or `accommodate''. And I then argue that idealized law-statements so produced or accommodated in the models may be either true simpliciter or true approximately, but the latter is not because of the idealizations involved. I argue that the kind of limiting-case idealizations that produce approximate truth is best regarded as approximation; and finally I compare my theory with some existing theories of laws of nature.We seem to trace [in KingLear] ... the tendency of imagination toanalyse and abstract, to decomposehuman nature into its constituentfactors, and then to construct beings in whomone or more of these factors isabsent or atrophied or only incipient. (shrink)