It has become apparent that the debate between scientific realists and constructive empiricists has come to a stalemate. Neither view can reasonably claim to be the most rational philosophy of science, exclusively capable of making sense of all scientific activities. On one prominent analysis of the situation, whether we accept a realist or an anti-realist account of science actually seems to depend on which values we antecedently accept, rather than our commitment to “rationality” per se. Accordingly, several philosophers have attempted (...) to argue in favour of scientific realism or constructive empiricism by showing that one set of values is exclusively best, for anyone and everyone, and that the downstream choice of the philosophy of science which best serves those values is therefore best, for anyone and everyone. These efforts, however, seem to have failed. In response, I suggest that philosophers of science should suspend the effort to determine which philosophy of science is best for everyone, and instead begin investigating which philosophy of science is best for specific people, with specific values, in specific contexts. I illustrate how this might be done by briefly sketching a single case study from the history of science, which seems to show that different philosophies of science are better at motivating different forms of scientific practice. (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)

Unifying physics by describing a variety of interactions – or even all interactions – within a common framework has long been an alluring goal for physicists. One of the most ambitious attempts at unification was made in the 1910s by Gustav Mie. Mie aimed to derive electromagnetism, gravitation, and aspects of the emerging quantum theory from a single variational principle and a well-chosen Lagrangian. Mie’s main innovation was to consider nonlinear field equations to allow for stable particle-like solutions (now called (...) solitons), and he clarified the use of variational principles in the context of special relativity. The following brief introduction to Mie’s work has three main objectives. The first is to explain how Mie’s project fit into the contemporary development of the electromagnetic world view. Part of Mie’s project was to develop a relativistic theory of gravitation as a consequence of his generalized electromagnetic theory, and our second goal is to briefly assess this work, which reflects the conceptual resources available for developing a new account of gravitation by analogy with electromagnetism. Finally, Mie was a vocal critic of other approaches to the problem of gravitation. Mie’s criticisms of Einstein, in particular, bring out the subtlety and novelty of the ideas that Einstein used to guide his development of general relativity. (shrink)

This paper attends to two main tasks. First, I introduce the notion of perspectival disagreement in science. Second, I relate perspectival disagreement in science to the broader issue of realism about science: how to maintain realist ontological commitments in the face of perspectival disagreement among scientists? I argue that often enough perspectival disagreement is not at the level of the scientific knowledge claims but rather of the methodological and justificatory principles. I introduce and clarify the notion of ‘agreeing-whilst-perspectivally-disagreeing’ with an (...) episode from the history of modern physics: namely, how we came to agree about the electric charge as a minimal natural unit despite different scientific perspectives and associated data-to-phenomena inferences available for it in the period 1897–1906. (shrink)

In his celebrated historic-epistemological work Identité et réalité, Émile Meyerson claimed that the scientific conservation principles were first suggested and accepted for philosophical reasons, and only afterwards were submitted to experimental tests. One of the instances he discussed in his book is the principle of mass conservation in chemical reactions. Meyerson pointed out that several authors, from Antiquity to Kant, accepted the idea of quantitative conservation of matter; and Lavoisier himself was strongly influenced by a priori ideas, using this principle (...) instead of attempting to test it. This paper will review Meyerson’s claim and historic evidence, focusing especially the late nineteenth and early twentieth century, when the principle of mass conservation was tested in highly accurate experiments. Instead of confirming the principle, some of those experiments led to the detection of anomalies. Hans Landolt, for instance, noticed that there were some small violations of the principle. He observed mass variations of about 10−6 in chemical reactions produced in hermetically sealed glass tubes. Since Landolt was a famous chemist, his results produced a strong response. Several researchers repeated his experiments, with different results. Landolt himself improved his experiments, with a balance that could detect mass changes of 10−7. After changes of the experimental procedure, the chemical reactions did not show significant mass changes. There was not, however, any “crucial experiment” “proving” that mass was conserved. The observed anomalies were set aside mainly by theoretical reasons, after the discovery of radioactivity and the development of the theory of relativity. (shrink)

This paper outlines and defends a novel position in the color realism debate, namely structural realism. This position is novel in that it dissociates the veridicality of color attributions from the claim that physical objects are themselves colored. Thus, it is realist about color in both the semantic and epistemic senses, but not the ontic sense. The generality of this position is demonstrated by applying it to other “secondary qualities,” including heat, musical pitch, and odor. The basic argument proceeds by (...) analogy with the theory of measurement. I argue that perceptual experiences are analogous to numerical structures in that they are suitable for measurement, but only report measured values after they have been linked to states of a measurement device via calibration. Since the calibration of our sensory apparatus varies with context, it is inappropriate to identify specific experiences with specific properties in the world. Rather, it is structural relations between possible experiences which represent relations between possible external properties, and it is at the level of these structural relationships that veridicality is appropriately assessed. (shrink)

Abstract. I argue that pessimistic meta-induction (PMI) seems to point an ontological priority of the relations over the objects of the scientific theories of the kind suggested by French and Ladyman (French and Ladyman 2003). My strategy will involve a critical examination of epistemic structural realism (ESR) and historical case-study: the prediction of Zeeman’s effect in Lorentz’s theory of electron.

This paper is part II of a trilogy on the transition from classical particle mechanics to relativistic continuum mechanics that one of the authors is working on. The first part, on the Trouton experiment, was published in the Stachel festschrift (Janssen 2003). This paper focuses on the Lorentz-Poincaré electron, and, in particular, on the "Poincaré pressure" or "Poincaré stresses" introduced to stabilize the electron. It covers both the original argument by Poincaré (1906) and a modern relativistic argument for adding a (...) negative pressure term to the system's energy-momentum tensor inspired by the work of Laue (1911a, b). It highlights the importance of a paper by Lorentz (1899) in this context and of the "electromagnetic mechanics" of Abraham (1903). (shrink)