In previous work we have described the nature of geologic reasoning and the relation between the geological observer and the outcrop which is the object of their study. We now turn to further consideration of the epistemological aspects of geology that have been largely neglected by twentieth century epistemology. Our basic claim is that the experiential facts of geological field work do not fit with a philosophy of science that has evolved out of considerations on the laboratory sciences. Shifting our (...) focus from the lab to the field offers a more embodied, historical, and fallibilistic understanding of geology. (shrink)

The paper shows epistemological, methodological and ontological peculiarities of chemistry taken as a classificatory science of materials using experimental methods. Without succumbing to standard interpretations of physical science, chemical methods of experimental investigation, classification, reference, theorizing, prediction and production of new entities are developed one by one as first steps towards a philosophy of chemistry. Chemistry challenges traditional concepts of empirical object, empirical predicate, reference frame and theory, but also the distinction commonly drawn between natural science and technology. Due to (...) its many peculiarities, I propose to treat chemistry philosophically as a special type of science, apart from other sciences. (shrink)

Continental philosophy of science has developed alongside mainstream analytic philosophy of science. But where continental approaches are inclusive, analytic philosophies of science are not–excluding not merely Nietzsche’s philosophy of science but Gödel’s philosophy of physics. As a radicalization of Kant, Nietzsche’s critical philosophy of science puts science in question and Nietzsche’s critique of the methodological foundations of classical philology bears on science, particularly evolution as well as style (in art and science). In addition to the critical (in Mach, Nietzsche, Heidegger (...) but also Husserl just to the extent that continental philosophy of science tends to depart from a reflection on the crisis of foundations), other continental philosophies of science include phenomenology (Husserl, Bachelard, Merleau‐Ponty, etc.) and hermeneutics (Heidegger, Gadamer, Heelan, etc.), especially incorporating history of science (Nietzsche, Mach, Duhem, Butterfield, Feyerabend, etc.). Examples are drawn from the philosophy of sciences (chemistry, geology, and biology) other than physics. (shrink)

After a brief biography of Jaap van Brakel we set out his appropriation and use of the distinction between the manifest image and the scientific image of the world. In a certain sense van Brakel gives priority to the manifest image as the ultimate source of meaning in chemical discourses. He does not take sides in the debate about nominal and real essences, twin earths and so, but presents a compromise. As an active practitioner of the chemical arts he emphasises (...) the indispensability of models as a main tool for chemical thinking. We then turn to van Brakel’s interest in forging an intercultural point of view in which philosophy of chemistry plays an important part. (shrink)

The philosophical analysis of chemistry has advanced at such a pace during the last dozen years that the existence of philosophy of chemistry as an autonomous discipline cannot be doubted any more. The present paper will attempt to analyse the experience of philosophy of chemistry at the, so to say, meta-level. Philosophers of chemistry have especially stressed that all sciences need not be similar to physics. They have tried to argue for chemistry as its own type of science and for (...) a pluralistic understanding of science in general. However, when stressing the specific character of chemistry, philosophers do not always analyse the question ‘What is science?’ theoretically. It is obvious that a ‘monistic’ understanding of science should not be based simply on physics as the epitome of science, regarding it as a historical accident that physics has obtained this status. The author’s point is that the philosophical and methodological image of science should not be chosen arbitrarily; instead, it should be theoretically elaborated as an idealization (theoretical model) substantiated on the historical practice of science. It is argued that although physics has, in a sense, justifiably obtained the status of a paradigm of science, chemistry, which is not simply a physical science, but a discipline with a dual character, is also relevant for elaborating a theoretical model of science. The theoretical model of science is a good tool for examining various issues in philosophy of chemistry as well as in philosophy of science or science studies generally. (shrink)

The paper shows epistemological, methodological and ontological peculiarities of chemistry taken as a classificatory science of materials using experimental methods. Without succumbing to standard interpretations of physical science, chemical methods of experimental investigation, classification, reference, theorizing, prediction and production of new entities are developed one by one as first steps towards a philosophy of chemistry. Chemistry challenges traditional concepts of empirical object, empirical predicate, reference frame and theory, but also the distinction commonly drawn between natural science and technology. Due to (...) its many peculiarities, I propose to treat chemistry philosophically as a special type of science, apart from other sciences. (shrink)

The concept of living has changed in time along the history of biology and its specificity has been associated or to a particular matter, active such as the chemical one, or was considered as a product of the spatial organization of a passive matter. Today, these two paths can be merged in the chemical perspective that takes account of the general reflections on the complexity and on the systemic, in the “systemic complexity” approach.

This paper investigates the interface between philosophy and biochemistry. While it is problematic to justify the application of a particular philosophical model to biochemistry, it seems to be even more difficult to develop a special “Philosophy for Biochemistry”. Alternatively, philosophy can be used in biochemistry based on an alternative approach that involves an interdependent iteration process at a philosophical and (bio)chemical level (“Exeter Method”). This useful iteration method supplements more abstract approaches at the interface between philosophy and natural sciences, and (...) serves the biochemical community to systematically locate logical inconsistencies that arise from more theoretical aspects of the scientific process. Initial cycles of this iteration process identify the in vitro–in vivo problem as a central epistemological difficulty in biochemical research. While previous attempts have generated ad hoc rules to mend the gap between chemistry, biochemistry and biology in order to justify in vitro experimentation, this paper concludes that in vitro experimentation is heavily based on chemistry and cannot derive definite statements about biological processes. It can, however, generate results that will influence the direction of future biological research. The consequence is that the relationship between in vitro and in vivo experimentation is more of a psychological or social one than of a logical nature. Apart from highlighting these inconsistencies in biochemical thinking (“problem awareness”), the Exeter Method demands an improvement of biochemical terminology that contains separate and unequivocally defined terms for in vitro and in vivo systems. (shrink)

This chapter utilises scholarship in philosophy of biology and philosophy of chemistry to produce meaningful implications for biology and chemistry education. The primary purpose for studying philosophical literature is to identify different perspectives on the nature of laws and explanations within these disciplines. The goal is not to resolve ongoing debates about the nature of laws and explanations but to consider their multiple forms and purposes in ways that promote deep and practical understanding of biological and chemical knowledge in educational (...) contexts. Most studies on the nature of science in science education tend to focus on general features of scientific knowledge and underemphasise disciplinary nuances. The authors aim to contribute to science education research by focusing on the characterisations of laws and explanations in biology and chemistry in the philosophical literature and illustrating how the typical coverage of biology and chemistry textbooks does not problematise meta-perspectives on the nature of laws and explanations. The chapter concludes with suggestions for making science teaching, learning and curriculum more inclusive of the epistemological dimensions of biology and chemistry. (shrink)