Classifying is a fundamental operation in the acquisition of knowledge. Taxonomic theory can help students of cognition, evolutionary psychology, ethology, anatomy, and sociobiology to avoid serious mistakes, both practical and theoretical. More positively, it helps in generating hypotheses useful to a wide range of disciplines. Composite wholes, such as species and societies, are “individuals” in the logical sense, and should not be treated as if they were classes. A group of analogous features is a natural kind, but a group of (...) homologous features is not. Imposing hypotheses justified only on the basis of nominalist, realist, phenomenalist, or conceptualist metaphysics upon the neurophysiology of organisms or upon the causes of behavior exemplifies the “psychologist's fallacy” of William James. Levels should be distinguished from their members and from classes of levels, and the ontological status of entities ranked at levels should be made clear. It is important not to confuse such categories as substance and process with one another. Several genetical terms, such as “gene” and chromosome,” are even more equivocal than has been realized. Discussions about units of selection, behavior, and thinking suffer from the ambiguity of a “unit of” an entity. An important source of misunderstanding about natural selection is the habit of treating it as an “agent”: in an important sense, natural selection does not “act” at all. (shrink)

Too often C. S. Peirce’s theory of signs is used simply as a classificatory scheme rather than primarily as a heuristic framework (that is, a framework designed and modified primarily for the purpose of goading and guiding inquiry in any field in which signifying processes or practices are present). Such deployment of his semeiotic betrays the letter no less than the spirit of Peirce’s writings on signs. In this essay, the author accordingly presents Peirce’s sign theory as a heuristic framework, (...) attending to some of the most important ways that it might serve to facilitate a semeiotic investigation of our legal practices. He pays close attention to the ways the topics of history, formalism, reductionism, and generality become, from a Peircean perspective, salient features of legal studies. (shrink)

Rorty claims argument is inherently conservative and philosophical progress comes from "sparkling new ideas," not argument. This assumes an untenable opposition between the generation and the evaluation of ideas, with argument relegated to evaluation. New ideas that contribute to progress arise from critical reflection on problems posed by the tradition, and constrained by the criteria governing evaluation. Thinking directed toward the criticism and evaluation of ideas or products is not algorithmic; it has a generative, creative component. An overall assessment in (...) any complex circumstance requires constructing a new view from the questioning, weighing, rejecting, reconciling, and integrating of numerous divergent points of view. Thus, the process of argumentation can issue in new ideas. (shrink)

This article examines the ways in which E. B. Bax and R. G. Collingwood attempted to avoid relativism and irrationalism without postulating a pure and universal reason. Both philosophers were profound historicists who recognized the fundamentally particular nature of the world. Yet they also attempted to retain a universal aspect to thought - Bax through his distinction between the logical and alogical realms, and Collingwood through his doctrine of re-enactment. The article analyses both their metaphysical premises and their philosophies of (...) history. Finally an attempt is made to use their arguments as starting-points from which to arrive at a historicist resolution of the problems of relativism and irrationalism. (shrink)

Realism has been a central object of attention among analytical philosophers for some decades. Starting from analytical philosophy, the return of realism has spread into other contemporary philosophical traditions and given birth to new trends in current discussions, as for example in the debates about “new realism.” Discussions about realism focused on linguistic meaning, epistemology, metaphysics, theory of action and ethics. The implications for politics of discussion about realism in action theory and in ethics, however, are not much discussed.

The last forty years have produced a dramatic reversal in leading accounts of science. Once thought necessary to (explain) scientific progress, a rigid method of science is now widely considered impossible. Study of products yields to study of processes and practices, .unity gives way to diversity, generality to particularity, logic to luck, and final justification to heuristic scaffolding. I sketch the story, from Bacon and Descartes to the present, of the decline and fall of traditional scientific method, conceived as The (...) Central Planning Bureau for Science or as Rationality Czar. I defend a deflationary account of method and of rational judgment,. with emphasis on heuristic appraisal and cognitive economy. (shrink)

In the early twentieth century psychology became the study of "behavior." This article reviews developments within animal psychology, functional psychology, and American society and culture that help explain how a term rarely used in the first years of the century became not only an accepted scientific concept but even, for many, an all-encompassing label for the entire subject matter of the discipline. The subsequent conceptual and linguistic activity of John B. Watson, Edward C. Tolman, Clark L. Hull, and B.F. Skinner, (...) as they attempted to explain "behavior" throughout the course of the twentieth century, is then discussed. Finally, the article suggests the need for greater conceptual and linguistic diversity in psychology. In this last regard, reference is made to cognition and consciousness, to William James and John Dewey, and to the fact that prediction and control might not be the most relevant aims of contemporary psychology. (shrink)

Beginning by offering a conceptual analysis of change – a statement of what change of any kind is – the paper sets out to examine possible ways of understanding a very common and important variety of change that may be called ‘evolutionary’. These changes include anything from the production of a clay pot on a potter's wheel to the emergence of a system of management, or from the effects of an analgesic drug to the development of a new programme of (...) care. As few philosophers have discussed such topics, theories are borrowed from the philosophy of science that attempt to explain the development and rationality of science. The ideas of Karl Popper and Thomas Kuhn are discussed and criticized, before turning to evolutionary theories: Darwinian and Lamarckian. The paper ends by offering a model that, it is hoped, may help in thinking about a wide range of changes. (shrink)

One of the most deeply entrenched ideas in Popper's philosophy is the analogy between the growth of scientific knowledge and the Darwinian mechanism of natural selection. Popper gave his first exposition of these ideas very early on. In a letter to Donald Campbell, 1 Popper says that the idea goes back at least to the early thirties. 2 And he had a fairly detailed account of it in his "What is dialectic?", a talk given in 1937 and published in 1940: (...) 3 If we want to explain why human thought tends to try out every conceivable solution for any problem with which it is faced, then we can appeal to a highly general sort of regularity. The method by which a solution is approached is .. (shrink)

Both Kuhn and Cavell acknowledge their indebtedness to each other in their respective books of the 60s. Cavell in (Must We Mean What We Say (1969)) and Kuhn in (The Structure of Scientific Revolutions 1962). They were together at Berkeley where they had both moved in 1956 as assistant professors after their first encounter at the Society of Fellows at Harvard (Kuhn 2000d, p. 197). In Berkeley, Cavell and Kuhn discovered a mutual understanding and an intellectual affinity. They had regular (...) conversations which Cavell describes as "extremely important" (Conant 1989, p. 40; cf. Cavell 1979, p. xix). Cavell says that he felt he wanted to assure Kuhn that "philosophy did not have standing answers to the questions [Kuhn] .. (shrink)

This article compares the features of a logic of discovery for the "friends of discovery" and for Karl Popper. It argues that the account given by Popper is the same as that of the "friends of discovery." The comparison will unsystematically exhibit that Popper proposes such a logic and will submit that the epistemological significance of a logic of discovery is to be sought in a configuration of ideas and transactions deemed regulated by or mirroring rationality rather than in creative (...) processes as such. (shrink)

The main thrust of the argument of this thesis is to show the possibility of articulating a method of construction or of synthesis--as against the most common method of analysis or division--which has always been (so we shall argue) a necessary component of scientific theorization. This method will be shown to be based on a fundamental synthetic logical relation of thought, that we shall call inversion--to be understood as a species of logical opposition, and as one of the basic monadic (...) logical operators. Thus the major objective of this thesis is to This thesis can be viewed as a response to Larry Laudan's challenge, which is based on the claim that ``the case has yet to be made that the rules governing the techniques whereby theories are invented (if any such rules there be) are the sorts of things that philosophers should claim any interest in or competence at.'' The challenge itself would be to show that the logic of discovery (if at all formulatable) performs the epistemological role of the justification of scientific theories. We propose to meet this challenge head on: a) by suggesting precisely how such a logic would be formulated; b) by demonstrating its epistemological relevance (in the context of justification) and c) by showing that a) and b) can be carried out without sacrificing the fallibilist view of scientific knowledge. OBJECTIVES: We have set three successive objectives: one general, one specific, and one sub-specific, each one related to the other in that very order. (A) The general objective is to indicate the clear possibility of renovating the traditional analytico-synthetic epistemology. By realizing this objective, we attempt to widen the scope of scientific reason or rationality, which for some time now has perniciously been dominated by pure analytic reason alone. In order to achieve this end we need to show specifically that there exists the possibility of articulating a synthetic (constructive) logic/reason, which has been considered by most mainstream thinkers either as not articulatable, or simply non-existent. (B) The second (specific) task is to respond to the challenge of Larry Laudan by demonstrating the possibility of an epistemologically significant generativism. In this context we will argue that this generativism, which is our suggested alternative, and the simplified structuralist and semantic view of scientific theories, mutually reinforce each other to form a single coherent foundation for the renovated analytico-synthetic methodological framework. (C) The third (sub-specific) objective, accordingly, is to show the possibility of articulating a synthetic logic that could guide us in understanding the process of theorization. This is realized by proposing the foundations for developing a logic of inversion, which represents the pattern of synthetic reason in the process of constructing scientific definitions. (shrink)

The traditional views of science as the possessor of a special method, and as the epitome or apex of rationality, have come under severe challenges for a variety of historical, psychological, sociological, political, and philosophical reasons. As a result, many philosophers are either denying science its claim to rationality, or else casting about for a new account of its rationality. In this paper a defense of the traditional view is offered. It is argued that contemporary philosophical discussion regarding the rationality (...) of science is plagued by a failure to distinguish among three different questions, all taken to be "the" question of the rationality of science. Once these questions are delineated, it becomes possible to answer one of them in such a way that the traditional link between science's rationality and its method is reestablished--although the scientific method is itself given a non-traditional rendering. In short, it is argued that there is a feature of science which is appropriately characterized as its method; that this method does in fact secure science's rationality; and that science is therefore correctly construed as preeminently rational. It is suggested in addition that the philosophy of science is itself best seen as a primarily epistemological activity, and consequently that a correction from the excessively historicist conception of recent philosophy of science is in order. (shrink)

In The Uses of Argument, Toulmin proposed a distinction between fielddependent and field-invariant standards for argument appraisal that gave rise to a relativistic understanding of his theory. The main goal of this paper is to show that epistemological relativism is not a necessary consequence ofToulmin's model of argument. To this end, I will analyze the role that fields are to play within this model, given a certain conception of one of its key elements: the warrant of an argument.

In a recent paper, William K. Goosens objects to the arguments I set out some time ago attacking the logical empiricist analysis of reduction as applied to genetics. In these works I did not argue against the claim that Mendelian genetics was being reduced to molecular biology. Nor did I conclude, as Goosens asserts, that in the case of genetics, “reduction is insignificant”. To the contrary, I repeatedly stated that, “given our pre-analytic intuitions about reduction,” the reduction of Mendelian to (...) molecular genetics “is a case of reduction, a paradigm case”. And in agreement with Kenneth Schaffner I argued that reduction “in some very important, pre-analytic sense has taken place and is taking place in genetics”. The target of my objections to reduction in genetics was not “reduction” in some pre-analytic sense. Nor was it the various explications which have appeared since. Rather it was the notion of theory reduction set out a generation ago by such logical empiricists as Ernest Nagel, The particular version of this analysis which I chose to attack was that presented by Schaffner ; for Schaffner's later views, see his. I chose Schaffner's explication to attack because I thought it was the best of its kind and because it was the only defense of the logical empiricist analysis at the time which used genetics as one of its chief examples. Contrary to Goosens' assumption, in criticizing Schaffner's explication, I did not thereby “endorse” it. (shrink)

It is shown how the historiographic purport of Lakatosian methodology of mathematics is structured on the theme of analysis and synthesis. This theme is explored and extended to the revolutionary phase around 1800. On the basis of this historical investigation it is argued that major innovations, crucial to the appraisal of mathematical progress, defy reconstruction as irreducibly rational processes and should instead essentially be understood as processes of social-cognitive interaction. A model of conceptual change is developed whose essential ingredients are (...) the variability of rational responses to new intellectual and practical challenges arising in the cultural environment of mathematics, and the shifting selective pressure of society. The resulting view of mathematical development is compared with Kuhn's theory of scientific paradigms in the light of some personal communications. (shrink)

This paper analyzes the generation and function of hitherto ignored or misrepresented interfield theories , theories which bridge two fields of science. Interfield theories are likely to be generated when two fields share an interest in explaining different aspects of the same phenomenon and when background knowledge already exists relating the two fields. The interfield theory functions to provide a solution to a characteristic type of theoretical problem: how are the relations between fields to be explained? In solving this problem (...) the interfield theory may provide answers to questions which arise in one field but cannot be answered within it alone, may focus attention on domain items not previously considered important, and may predict new domain items for one or both fields. Implications of this analysis for the problems of reduction and the unity and progress of science are mentioned. (shrink)

Wilfred Carr; Can Educational Research be Scientific?, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 35–43, https://doi.org/10.1111.

History of science, it has been argued, has benefited philosophers of science primarily by forcing them into greater contact with "real science." In this paper I argue that additional major benefits arise from the importance of specifically historical considerations within philosophy of science. Loci for specifically historical investigations include: (1) making and evaluating rational reconstructions of particular theories and explanations, (2) estimating the degree of support earned by particular theories and theoretical claims, and (3) evaluating proposed philosophical norms for the (...) evaluation of the degree of support for theories and the worth of explanations. More generally, I argue that theories develop and change structure with time, that (like biological species) they are historical entities. Accordingly, both the identification and the evaluation of theories are essentially historical in character. (shrink)

: In this essay I argue that Kuhn's account of science, as it was articulated in The Structure of Scientific Revolutions, was mainly defended on philosophical rather than historical grounds. I thus lend support to Kuhn's later claim that his model can be derived from first principles. I propose a transcendental reading of his work and I suggest that Kuhn uses historical examples as anti-essentialist Wittgensteinian "reminders" that expose a variegated landscape in the development of science.

History is the science which investigates the successive changes that have taken place in the material and intellectual conditions of man; it inquires into the causes of those changes, and the influence which they have exerted in modifying the life and mind of mankind.

The study analyzes the theoretical basis of the Philosophy for Children (P4C) program elaborated by Matthew Lipman. The aim is, firstly, to identify the main philosophical and pedagogical principles of P4C based on American pragmatism, and to locate their pedagogization and possible problems in Lipman’s thinking. Here the discussion is especially targeted to the thinking of John Dewey and George H. Mead as well as Lev Vygotsky, whom Lipman himself names as the most pivotal sources for his own thinking. On (...) the other hand, the study aims at opening up new perspectives and thematizations on P4C from the viewpoint of the continental tradition of thought. The essential principles of P4C connected with reasonableness and judgment are ultimately interpreted as a neo-Aristotelian effort to contextualize philosophy by tracing it back to moderation, the man’s ability to consider and solve problems that he meets in practical life kata ton orthon logon — by doing right things in the right place at the right time in the right way. This phronetic idea of ‘humanizing modernity’ combined with the evolution of the adult-child concept is argued to be one of the conditions for the possibility of P4C, yet leaving unsolved the basic problems involving pedagogical action as such. John Dewey’s ideas arising from the critique of the modern philosophy of consciousness, focusing on the significance of philosophy in practical human life and linked to the basic nature of human knowing and intellectual growth and, further, to the ideal of a democratic community, are shown to form the main intellectual sources of P4C. Dewey’s philosophy as a general theory of education means a solid linking of the concepts of experience and inquiry to the practice of education. This is based on the naturalistic conception of man according to which man is built in dynamic transaction with his environment, experiencing the true meanings of his ideas in the consequences of his actions as he tries to solve problematic situations. So, inquiry as a method of reflective thinking forms the basis for education based on intellectual growth. A condition for it is a context meaningful for the child in which the paradigm of inquiry can be realized authentically. It is therefore important in education to provide circumstances that stimulate the child’s curiosity, initiating a process of inquiry that further enables, through the formation of reflective habits, the development of a democratic community. The purpose of the pedagogical interaction taking place in the process of inquiry is to produce educative experiences for the child, making the pedagogical relationship vanish at the same time. The idea is that in pedagogical action the child’s subjectivity, his desire and impulses are adapted to the tradition, yet generating at the same time a prospective, reflective habit, thus freeing the educatee to think intelligently for himself. The study shows the articulation of these principles in Lipman’s practical effort to convert the classroom into a community of inquiry, but it also argues that the above-mentioned Bildung theoretical core problem of pedagogical action, related to its paradoxical special characteristics to produce autonomous subjectivity, is not thematized. In connection with this issue, the educational thinking of Kant and Hegel is discussed especially from the viewpoint of philosophy teaching. To provide a new perspective for the discussion, the study outlines the community of inquiry as an ‘educative space’ from the viewpoints of the pedagogical relationship typical of hermeneutic pedagogy and of non-reflective functional structures and phenomena based on pedagogical intuition that are linked to it. (shrink)

Argumentation logicians have recognized a specter of relativism to haunt their philosophy of argument. However, their attempts to dispel pernicious relativism by invoking notions of a universal audience or a community of model interlocutors have not been entirely successful. In fact, their various discussions of a universal audience invoke the context-eschewing formalism of Kant’s categorical imperative. Moreover, they embrace the Kantian method for resolving the antinomies that continually vacillates between opposing extremes – here between a transcendent universal audience and a (...) context-embedded particular audience. This tack ironically restores the very external mediation they thought to obviate in their aim to ‘dethrone’ the absolutism and totalitarianism of formal logic with a democratic turn to audience adherence, the acceptability of premises and inferential links, and a contextual, or participant-relative, notion of cogency. (shrink)

Sometimes a theory is interpreted realistically--i.e., as literally true--whereas sometimes a theory is interpreted instrumentalistically--i.e., as merely a convenient device for summarizing, systematizing, deducing, etc., a given body of observable facts. This paper is part of a program aimed at determining the basis on which scientists decide on which of these interpretations to accept a theory. I proceed by examining one case: the nineteenth-century debates about the existence of atoms. I argue that there was a gradual transition from an instrumentalist (...) to a realistic acceptance of the atomic theory, because of gradual increases in its predictive power, the "testedness" of its hypotheses, the "determinateness" of its quantities, and because of resolutions of doubts about the acceptability of its basic explanatory concepts. (shrink)

This article investigates the challenges posed by the reliability of knowledge in neurophenomenology and its connection to reality. Neurophenomenological research seeks to understand the intricate relationship between human consciousness, cognition, and the underlying neural processes. However, the subjective nature of conscious experiences presents unique epistemic challenges in determining the reliability of the knowledge generated in this research. Personal factors such as beliefs, emotions, and cultural backgrounds influence subjective experiences, which vary from individual to individual. On the other hand, scientific knowledge (...) aims to uncover universal truths based on empirical observations and objective principles. Reconciling the subjective and objective realms presents a significant challenge in determining the reliability of knowledge generated through neurophenomenological research. This article aims to examine the inherent limitations and challenges of neurophenomenological research to shed light on the complexities involved in understanding the nature of knowledge itself. This article highlights that the ontological implications of the reliability of knowledge in neurophenomenology arise from the question of how subjective experiences relate to objective reality. Understanding the neural correlates and mechanisms behind subjective experiences can provide insight into the underlying ontological nature of consciousness. (shrink)

Incommensurability may be regarded as driving specialisation, on the one hand, and as posing some problems to interdisciplinarity, on the other hand. It may be argued, however, that incommensurability plays no role in either specialisation or interdisciplinarity. Scientific specialties could be defined as simply 'different' (that is, about different things), rather than 'incommensurable' (that is, competing for the explanation of the same phenomena). Interdisciplinarity could be viewed as the co- ordinated effort of scientists possessing complemetary and interlocking skills, and not (...) as the overcoming of some sort of incommensurable divide. This article provides a comprehensive evaluative examination of the relations between specialisation, interdisciplinarity, and incommensurability. Its aim is to defend the relevance of incommensurability to both specialisation and interdisciplinarity. At the same time, it aims at correcting the tendency, common among many philosophers, to regard incommensurability in a restrictive manner - such as, for example, as an almost purely semantic issue. (shrink)

The aim of this paper is to generalize a pair of concepts that are widely used in the history of science, in art history and in historical linguistics – the concept of internal and external history – and to replace the often very vague talk of ‘historical narratives’ with this conceptual framework of internal versus external history. I argue that this way of framing the problem allows us to see the possible alternatives more clearly – as a limited number of (...) possible relations between internal and external history. Finally, I argue that while external history is metaphysically prior to internal history, when it comes to historical explanations, we need both. (shrink)

Cognitive and social sciences such as psychology and sociology are often described as immature sciences. But what is immaturity? According to the received view, immaturity is disunity, where disunity can usefully be cashed out in terms of having a plurality of disunified frameworks in play, where these frameworks consist of concepts, theories, goals, practices, methods, criteria for what counts as a good explanation, etc. However, there are some reasons to think that the cognitive and social sciences should be disunified in (...) this sense. If that is right, either these sciences should remain immature, or we need a new account of immaturity. The former option is unappealing. I therefore provide an alternative account of immaturity, based on Dudley Shapere’s work on the internal/external distinction. I then go on to use this account to argue against the imposition of unification on the cognitive and social sciences. Acceptance of disunity may be the route to maturity, rather than a sign of immaturity. (shrink)

The present paper aims at highlighting some of the main characteristics of a descriptive contextual approach to philosophy. Descriptive, in the sense that it centers not on the question of what philosophy should be, but on what philosophy is, has been, or may be. And contextual, in the sense that it treats philosophy as human praxis situated in and interacting with certain social and historical settings. In order to develop such an account, we engage closely with Kuhn’s paradigm-centered contextual approach (...) to science and examine, following Rorty, how it could be regarded in connection to philosophy. The paper concludes with a brief discussion of two concrete cases to which such an approach may be applied, the division between analytic and continental philosophy at the level of philosophical traditions, and the case of Wittgenstein’s life and thought at the level of individual philosophers. (shrink)

Disagreements about the definition, nature, structure, ontology, and content of scientific theories are at least partly responsible for disagreements in other debates in the philosophy of science. I argue that available theories of theories and conceptual analyses of *theory* are ineffectual options for overcoming this difficulty. Directing my attention to debates about the properties of particular, named theories, I introduce ‘theory eliminativism’ as a certain type of debate-reformulation. As a methodological tool it has the potential to be a highly effective (...) way to make real progress in the face of the noted problem. After the recommended reformulation questions of genuine importance to philosophy of science can still be asked and answered, but now without any possibility of disagreements about ‘theories’ compromising the debate. (shrink)