Abstract There have been increasingly popular claims that hermeneutics provides an epistemology that is appropriate and sufficient for psychotherapy. The purpose of this paper is to evaluate and explain those claims. Hermeneutics proves to provide terms that legitimize aspects of clinical expertise that have been most ignored within the traditional empiricist epistemology; namely, hermeneutics articulates and provides standards for therapeutic interpretations about clients? idiosyncratic intentions and also for using clinical theories that defy empirical test. Nonetheless, hermeneutics also proves to be (...) limited in its account of clinical knowledge. That is, clinicians who advocate hermeneutics have ruled out any legitimate basis on which clinical expertise can be influenced by knowledge about non?intentional constraints on psychological life. Yet, therapists must use such knowledge, especially that which concerns the non?intentional constraints imposed by human development. Thus, to realize its potential, hermeneutics should be embedded within a more comprehensive epistemology that includes compatible standards for knowledge about development. Finally, this paper concludes by proposing an outline for such an inclusive approach to clinical knowledge. (shrink)

According to popular opinion, thought experiments are limited in scope, since no novel empirical results could be expected to be produced by thought alone. Yet consider the spectacular 16th century experiment by Stevin. leading to the discovery of the principles of the resolution and combination of forces. He conducted no experiments, for he derived his novel and highly important conclusions by several steps of ingenious reasoning alone. To understand why mental experiments may serve as very effective scientific tools. we need (...) to explicate carefully their underlying mechanism. Thought experiments invariably involve the widely debated notion of “counterfactual conditionals.” A variety of historical examples are offered designed to illustrate the nature of thought experiments, their associated counterfactual conditionals. as well a the nature of the vital link between the two. (shrink)

This essay proposes an alternative way of studying video games: as thought experiments akin to the narrative thought experiments that are frequently used in philosophy. This perspective incorporates insights from the narratological and ludological perspectives in game studies and highlights the philosophical significance of games. Video game thought experiments are similar to narrative thought experiments in many respects and can perform the same functions. They also have distinctive advantages over narrative thought experiments, as they situate counterfactuals in more complex, developed (...) contexts and present them to players who are participants in game worlds, rather than simply observers. (shrink)

The first two sections of this paper investigate what Newton could have meant in a now famous passage from “De Graviatione” (hereafter “DeGrav”) that “space is as it were an emanative effect of God.” First it offers a careful examination of the four key passages within DeGrav that bear on this. The paper shows that the internal logic of Newton’s argument permits several interpretations. In doing so, the paper calls attention to a Spinozistic strain in Newton’s thought. Second it sketches (...) four interpretive options: (i) one approach is generic neo-Platonic; (ii) another approach is associated with the Cambridge Platonist, Henry More; a variant on this (ii*) emphasizes that Newton mixes Platonist and Epicurean themes; (iii) a necessitarian approach; (iv) an approach connected with Bacon’s efforts to reformulate a useful notion of form and laws of nature. Hitherto only the second and third options have received scholarly attention in scholarship on DeGrav. The paper offers new arguments to treat Newtonian emanation as a species of Baconian formal causation as articulated, especially, in the first few aphorisms of part two of Bacon’s New Organon. If we treat Newtonian emanation as a species of formal causation then the necessitarian reading can be combined with most of the Platonist elements that others have discerned in DeGrav, especially Newton’s commitment to doctrines of different degrees of reality as well as the manner in which the first existing being ‘transfers’ its qualities to space (as a kind of causa-sui). This can clarify the conceptual relationship between space and its formal cause in Newton as well as Newton’s commitment to the spatial extended-ness of all existing beings. While the first two sections of this paper engage with existing scholarly controversies, in the final section the paper argues that the recent focus on emanation has obscured the importance of Newton’s very interesting claims about existence and measurement in “DeGrav”. The paper argues that according to Newton God and other entities have the same kind of quantities of existence; Newton is concerned with how measurement clarifies the way of being of entities. Newton is not claiming that measurement reveals all aspects of an entity. But if we measure something then it exists as a magnitude in space and as a magnitude in time. This is why in DeGrav Newton’s conception of existence really helps to “lay truer foundations of the mechanical sciences.”. (shrink)

Although postmodernist thought has become prominent in some educational circles, its influence on science education has until recently been rather minor. This paper examines the proposal of Michalinos Zembylas, published earlier in this journal, that Lyotardian postmodernism should be applied to science educational reform in order to achieve the much sought after positive transformation. As a preliminary to this examination several critical points are raised about Lyotard's philosophy of education and philosophy of science which serve to challenge and undermine Zembylas’ (...) project. Subsequently, the three main theses of Lyotard that Zembylas considers beneficial and wishes to transpose onto science classrooms and pedagogy are scrutinized and found to be more of a hindrance than a help to curriculum reformers. (shrink)

What are the implications of taking seriously Chaïm Perelman's proposition that “definitions are rhetorical”? Efforts to find Real Definitions are dysfunctional to the extent they direct argumentation toward pseudo “is” claims and away from explicit “ought” claims about how words are to be used. Addressing definitional disputes explicitly as propositions ofought rather thanis could put on the agenda the pragmatic concerns of definitional choice that might otherwise remain tacit.

This response to Sober's (2008) Evidence and Evolution draws out and criticizes some consequences of his analysis because of its reliance on a likelihood framework for adjucating the dispute between (Intelligent Design) creationism and evolution. In particular, Sober's analysis does not allow it to be formally claimed that evolutionary theory better explains living phenomena than Intelligent Design and makes irrelevant the contribution of the theory of evolution by natural selection to assessments of the status of the argument from design. Finally, (...) a rudimentary alternative framework for theory confirmation is presented here which avoids these conclusions by rejecting likelihoodism and deploying multiple criteria to the problem of scientific theory choice. (shrink)

This paper revisits one of the key ideas developed in The Structure of Scientific Revolutions. In particular, it explores the methodological form of incommensurability which may be found in the original edition of Structure. It is argued that such methodological incommensurability leads to a form of epistemic relativism. In later work, Kuhn moved away from the original idea of methodological incommensurability with his idea of a set of epistemic values that provides a basis for rational theory choice, but do not (...) constitute an algorithm for such choice. The paper also explores the sceptical basis for the epistemic relativism of the original view that Kuhn proposes in Structure. It suggests that the main sceptical rationale for such relativism may be avoided by a particularist and naturalist conception of epistemic normativity. When this approach is combined with the appeal to external methodological standards endorsed by the later Kuhn and his critics, the epistemic relativism of Structure may be completely repudiated. (shrink)

Ernan McMullin's 1982 presidential address to the Philosophy of Science Association dealt with the issue of science and values, arguing that although scientists are rightfully wary of the infiltration of cultural and social values, their work is guided by “epistemic values,” such as the drive for consistency and predictive fertility. McMullin argued that it is the pursuit of these epistemic values that drives nonepistemic values from science. Using the case study of the fate of the nonepistemic value of progress in (...) the history of evolutionary theorizing, I show that, vital though McMullin's thinking was for my own scholarship, in fact the study shows that the connections between epistemic and nonepistemic values in science are more complex than either of us supposed. (shrink)

: A central claim of Longino's contextual empiricism is that scientific inquiry, even when "properly conducted", lacks the capacity to screen out the influence of contextual values on its results. I'll show first that Longino's attack against the epistemic integrity of science suffers from fatal empirical weaknesses. Second I'll explain why Longino's practical proposition for suppressing biases in science, drawn from her contextual empiricism, is too demanding and, therefore, unable to serve its purpose. Finally, drawing on Bourdieu's sociological analysis of (...) scientific communities, I'll sketch an alternative view of scientific practice reconciling a thoroughly social view of science (such as Longino's) with a defense of its epistemic integrity. (shrink)

How can it be rational to work on a new theory that does not yet meet the standards for good or acceptable theories? If diversity of approaches is a condition for scientific progress, how can a scientific community achieve such progress when each member does what it is rational to do, namely work on the best theory? These two methodological problems, the problem of pursuit and the problem of diversity, can be solved by taking into account the cognitive risk that (...) is involved in theory choice. I compare this solution to other proposals, in particular T. S. Kuhn's and P. Kitcher's view that the two problems demonstrate the epistemic significance of the scientific community. (shrink)

Whether educational research should employ the ‘scientific method’ has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: ‘positivist’ or ‘interpretivist’. In reference to one of the most widely referred to educational research methods textbooks on the market—namely Research Methods in Education by Cohen, Manion, and Morrison—this paper demonstrates the misconception of science in operation and the perversely false dichotomy that has become enshrined (...) in educational research. It then advocates a new approach, and suggests that the fixation with ‘science’ versus ‘non-science’ is counterproductive, when what is actually required for good inquiry is a critical approach to knowledge claims. (shrink)

This paper compares and contrasts the concept of a stance with that of a paradigm qua disciplinary matrix, in an attempt to illuminate both notions. First, it considers to what extent it is appropriate to draw an analogy between stances and disciplinary matrices. It suggests that despite first appearances, a disciplinary matrix is not simply a stance writ large. Second, it examines how we might reinterpret disciplinary matrices in terms of stances, and shows how doing so can provide us with (...) a better insight into non-revolutionary science. Finally, it identifies two directions for future research: “Can the rationality of scientific revolutions be understood in terms of the dynamic between stances and paradigms?” and “Do stances help us to understand incommensurability between disciplinary matrices?”. (shrink)

The interpretive plasticity of Kuhn’s philosophical work has been reinforced by readings informed by other philosophical, historiographic or sociological projects. This paper highlights several aspects of Kuhn’s work that have been neglected by such readings. First, Kuhn’s early contribution to several subsequent philosophical developments has been unduly neglected. Kuhn’s postscript discussion of “exemplars” should be recognized as one of the earliest versions of a conception of theories as “mediating models.” Kuhn’s account of experimental practice has also been obscured by readings (...) that assimilate his views to Quinean holism. Second, three distinctive Kuhnian themes have been insufficiently recognized. Kuhn’s challenge to received philosophical views has been domesticated by reading him as offering an alternative conception of scientific knowledge. Kuhn is better understood as rejecting knowledge-centric accounts altogether, in favor of understanding the practice of research. Kuhn’s conception of that activity, as conceptual “articulation,” has accordingly also not been given its due. Finally, Kuhn’s career-long insistence on the mutual accountability of philosophy of science and the philosophy of mind and language calls attention to the extent to which these fields have now drifted apart. (shrink)

In a recent paper (Okasha, Mind 120:83–115, 2011), Samir Okasha uses Arrow’s theorem to raise a challenge for the rationality of theory choice. He argues that, as soon as one accepts the plausibility of the assumptions leading to Arrow’s theorem, one is compelled to conclude that there are no adequate theory choice algorithms. Okasha offers a partial way out of this predicament by diagnosing the source of Arrow’s theorem and using his diagnosis to deploy an approach that circumvents it. In (...) this paper I explain why, although Okasha is right to emphasise that Arrow’s result is the effect of an informational problem, he is not right to locate this problem at the level of the informational input of a theory choice rule. Once the informational problem is correctly located, Arrow’s theorem may be dismissed as a problem. (shrink)

: At the turn of the twentieth century, comparative studies of human culture (ethnology) gave way to studies of the details of individual societies (ethnography). While many writers have noticed a political sub-text to this paradigm shift, they have regarded political interests as extrinsic to the change. The central historical issue is why anthropologists stopped asking global, comparative questions and started asking local questions about features of particular societies. The change in questions cannot be explained by empirical factors alone, and (...) following Jarvie, this essay argues that political factors motivate the change. Jarvie's understanding of the role played by egalitarian politics is criticized, and the essay develops a new model of how political or moral values can become constitutive of scientific inquiry. On the erotetic view of explanation, whether one proposition explains another depends on the choice of contrast class and relevance criterion. Since political or moral values can motivate these choices, explanation can depend on non-epistemic values. The essay argues that the comparative questions of nineteenth-century ethnology presupposed that Europeans were superior to other races. It closes by arguing that Fanz Boas recognized the political values implicit in nineteenth-century ethnology and rejected its questions on those grounds. (shrink)

InExplaining Science: A Cognitive Approach, Ronald Giere (1988), proposes what he calls a cognitive theory of science (p. 2). Giere intends his view to be a broadly scientific account employing the resources of the cognitive sciences (Giere, 1988, p. 2). This paper argues that Giere does not secure a firm foundation for a cognitive theory of science because he leaves the door wide open for social constructivist interpretations of his views. In order to avoid social constructivism, Giere needs to adopt (...) or develop an objective (i.e. non-conventionalist) concept of similarity. (shrink)

The case of women radium dial painters — women who tipped their brushes while painting the dials of watches and instruments with radioactive paint — has been extensively discussed in the medical and historical literature. Their painful and abhorrent deaths have occupied the interest of physicians, lawyers, politicians, military agencies, and the public. Hardly any discussion has concerned, however, the use of those women as experimental subjects in a number of epidemiological studies that took place from 1920 to 1990. This (...) article addresses the neglected issue of human experimentation in relation to the radium dial painters. Although women’s medical examinations have been classified as simple, routine measurements of radiation burden on the body and presented as a great offer to humanity, for more than fifty years those women had been repeatedly used as experimental subjects without proper consent. I argue that through this case it becomes obvious that the issue of defining what counts as human experimentation shifts from an epistemological to a serious ethical and political question, concerning the making of scientific knowledge while issues of gender related to this process are also discussed. (shrink)

By linking the conceptual and social dynamics of change in science, Kuhn’s Structure of Scientific Revolutions proved tremendously fruitful for research in science studies. But Kuhn’s idea of incommensurability provoked strong criticism from philosophers of science. In this essay I show how Raimo Tuomela’s Philosophy of Sociality illuminates and strengthens Kuhn’s model of scientific change. After recalling the central features and problems of Kuhn’s model, I introduce Tuomela’s approach. I then show (a) how Tuomela’s conception of group ethos aligns with (...) Kuhn’s notion of paradigms as group commitments, and (b) how Tuomela’s distinction between I-mode and we-mode forms of collective intentionality can capture the shifting paradigmatic commitments in Kuhn’s model of change as a cycle of normal and revolutionary science. But Tuomela’s analysis does not rely on meaning holism, and thus does not involve the problematic notion of incommensurability that burdened Kuhn’s analysis. (shrink)

Popper's methodology does not entail any playing down of the various indispensible distinctions such as the distinction between knowing and guessing, the distinction between myth and science, the distinction between the observational and the theoretical, and between the vernacular and technical sublanguages or technical vocabulary. By avoiding both the totalization that led to the foundationalist position and the scepticist reactions to these frustrated foundationalist hopes, Popper's methodology makes it possible to combine fallibilism with a realist view of theories. It combines (...) the perennial willingness to re-examine positions, statements, etc. with the claim that a particular theory (as an item of knowledge in the objective sense) constitutes cognitive progress over its rivals. However, some of his formulations have been deliberately provocative and in this way have given rise to certain misgivings about possible paradoxical implications, even in philosophers congenial with Popper's approach. The concept of knowledge in the objective sense is, of course, an explicatum which Popper proposes primarily for use in methodology and epistemology. The concept is an expression of the acknowledgment of fallibility in principle. The phrasing that ‘knowledge is conjectural’ or ‘knowledge is fallible’, even when it refers to knowledge in the objective sense, is but an abbreviation for: since our methods for ascertaining the truth-value of a particular statement about empirical reality are fallible in principle, there cannot be any certain knowledge about reality. In everyday life and in politics tolerance will be possible to the extent to which the recognition of this fallibility is more than a declaration. (shrink)

Thomas Kuhn's thesis concerning the structure of scientific change was critically examined in relation to the historical problems of social science. The use and interpretation of Kuhn's ideas by psychologists was reviewed and found to center around the proliferation of theoretical views as paradigms, the viewing of theoretical differences as paradigm clashes, and efforts to affirm particular conceptions of psychology's past or future. Such use was seen as curbing discussion of fundamental issues, and to reflect a continuing neglect of the (...) foundational problems peculiar to social science. The relevance of Kuhn's work was seen to rest on a more critical view of his idea of “mature” science, better understanding of the type of social psychology upon which his thesis rests, and greater appreciation of his hermeneutic approach to social-historical analysis. (shrink)

This paper presents an analysis of emotional and affectively toned discourse in biomedical engineering researchers’ accounts of their problem solving practices. Drawing from our interviews with scientists in two laboratories, we examine three classes of expression: explicit, figurative and metaphorical, and attributions of emotion to objects and artifacts important to laboratory practice. We consider the overall function of expressions in the particular problem solving contexts described. We argue that affective processes are engaged in problem solving, not as simply tacked onto (...) reasoning but as integral to it. The examples we present illustrate the close relation of emotion to problem solving and experimentation; they also implicate social and cultural dimensions of emotion expression. The analysis underscores a need to consider emotional expression to be intimately and importantly tied to the cognitive achievements and social negotiations of laboratory practices. (shrink)

This article addresses the ideological context of twentieth-century history of science as it emerged and was discussed at the threshold of the Cold War. It is claimed that the bifurcation of the discipline into a socio-economic strand and a technical-intellectual one should be traced back to the 1930s. In fact, the proposal of a Marxist-oriented historiography by the Soviet delegates at the International Congress of History of Science and Technology led by Nikolai Bukharin, set off the ideological and methodological opposition (...) that characterised the later years. Bukharin’s views on science are closely considered, as well as those of his Marxist critics, György Lukács and Antonio Gramsci. It is argued that, despite the fluidity of the positions of the 1920s and 1930s, these theories soon crystallized as demonstrated by the leftist reception of Bukharin’s and his associates’ perspective in the history of science, especially in Great Britain, as well as by the anti-communist reactions. Intellectualist approaches renouncing socio-economic factors, typically those by Alexandre Koyré and Thomas Kuhn, are reconsidered in the light of the ideological confrontation of the Cold War era. Reflection on the political-cultural embedding of the history of science has often been overshadowed by claims about the objectivity and neutrality of science and its historiography. Thus, the seminal discussion of the 1930s remains one of the most lucid moments of reflection about the role of science and history of science as cultural phenomena shaped by political struggles. (shrink)

In their meta-scientific studies of psychology, psychologists often use what they take to be the views of Thomas Kuhn. Although a critical examination of psychology or aspects of psychology is laudatory, psychologists' also need to accurately understand and to assume a critical stance toward the meta-scientific views that they employ. In this paper the views of the historian of science, Thomas Kuhn, are examined. The following questions are addressed: What were Kuhn's investigative methods? What are his views of science? What (...) exactly do Kuhn's conclusions about science mean? How does Kuhn rely on psychology? and, What does Kuhn have to say about psychology? The extent to which psychologists find Kuhn so attractive is puzzling given the significant ambiguities and inconsistencies in Kuhn's views, his informal and unsystematic use of psychology, and his disparaging comments about psychology. It is recommended that psychologists adopt a more critical stance toward Kuhn and that they consider other meta-scientific theories in their studies of psychology. (shrink)

Science and Engineering Ethics, to appear.

This paper considers the role of mathematics in the process of acquiring new knowledge in physics and astronomy. The defining of the notions of continuum and discreteness in mathematics and the natural sciences is examined. The basic forms of representing the heuristic function of mathematics at theoretical and empirical levels of knowledge are studied: deducing consequences from the axiomatic system of theory, the method of generating mathematical hypotheses, “pure” proofs for the existence of objects and processes, mathematical modelling, the formation (...) of mathematics on the basis of internal mathematical principles and the mathematical theory of experiment. (shrink)

INTERNATIONAL STUDIES IN THE PHILOSOPHY OF SCIENCE Vol. 5, number 1, Autumn 1991, pp. 79-87. R.M. Nugayev. -/- The fundamental laws of physics can tell the truth. -/- Abstract. Nancy Cartwright’s arguments in favour of phenomenological laws and against fundamental ones are discussed. Her criticisms of the standard cjvering-law account are extended using Vyacheslav Stepin’s analysis of the structure of fundamental theories. It is argued that Cartwright’s thesis 9that the laws of physics lie) is too radical to accept. A model (...) of theory change is proposed which demonstrates how the fundamental laws of physics can, in fact, be confronted with experience. -/- . (shrink)

This article offers a critical review of various ontological-relativist arguments, mostly deriving from the work of W. V. Quine and Thomas K hn. I maintain that these arguments are (1) internally contradictory, (2) incapable of accounting for our knowledge of the growth of scientific knowledge, and (3) shown up as fallacious from the standpoint of a causal-realist approach to issues of truth, meaning, and interpretation. Moreover, they have often been viewed as lending support to such programmes as the 'strong' sociology (...) of knowledge and the turn towards wholesale cultural-relativist doctrines, whether of the Wittgensteinian ('language-games') or Heideggerian (depth-hermeneutic) varieties. Thus Richard Rorty recommends that we should henceforth drop all that old-fashioned talk of 'truth', 'knowledge', or 'reality', since whatever warrants those descriptions from time to time is just the product of some currently favoured language-game or range of elective metaphors. Such ideas have little in common with Quine's general outlook of robust physicalism, nor again - though the case is less clear - with Kuhn's reconsidered approach to these issues as set forth in his 1969 Postscript to The Structure of Scientific Revolutions . However, both thinkers have left themselves open to misconstrual by adopting a sceptical-relativist fallback position in response to the well-known problems with logical empiricism. This essay therefore reviews those problems with reference to alternative, more adequate accounts of what is involved in the process of scientific discovery and theory-change. (shrink)

In epistemology and the philosophy of science, there has been an increasing interest in the social aspects of belief acquisition. In particular, there has been a focus on the division of cognitive labor in science. This essay explores several different models of the division of cognitive labor, with particular focus on Kitcher, Strevens, Weisberg and Muldoon, and Zollman. The essay then shows how many of the benefits of the division of cognitive labor flow from leveraging agent diversity. The essay concludes (...) by examining the benefits and burdens of diversity, particularly in the evaluative diversity that can be found in interdisicplinary science. (shrink)