The ideas (i) that skill is a form of knowledge and (ii) that it can be taught are commonplace in both ancient philosophy and everyday life. I argue that contemporary epistemology lacks the resources to adequately accommodate them. Intellectualist and anti-intellectualist accounts of knowledge how struggle to represent the transmission of skill via teaching and learning (§II), in part because each adopts a fundamentally individualistic approach to the acquisition of skill that focuses on individual practice and experience; consequently, learning from (...) an expert’s teaching is rendered at best peripheral (§III). An account of the transmission of skill that focuses on guided practice is shown to be immanent in an anti-individualist account of skill (§IV) that takes seriously the Aristotelian ideas that skills are rational capacities and second natures by developing the thought that doing, teaching, and practising are three moments of an a priori unity: the life-cycle of a skill (§V). (shrink)

Many standard philosophical accounts of scientific practice fail to distinguish between modeling and other types of theory construction. This failure is unfortunate because there are important contrasts among the goals, procedures, and representations employed by modelers and other kinds of theorists. We can see some of these differences intuitively when we reflect on the methods of theorists such as Vito Volterra and Linus Pauling on the one hand, and Charles Darwin and Dimitri Mendeleev on the other. Much of Volterra's and (...) Pauling's work involved modeling; much of Darwin's and Mendeleev's did not. In order to capture this distinction, I consider two examples of theory construction in detail: Volterra's treatment of post-WWI fishery dynamics and Mendeleev's construction of the periodic system. I argue that modeling can be distinguished from other forms of theorizing by the procedures modelers use to represent and to study real-world phenomena: indirect representation and analysis. This differentiation between modelers and non-modelers is one component of the larger project of understanding the practice of modeling, its distinctive features, and the strategies of abstraction and idealization it employs. (shrink)

This article shows how the MISS account of models—as isolations and surrogate systems—accommodates and elaborates Sugden’s account of models as credible worlds and Hausman’s account of models as explorations. Theoretical models typically isolate by means of idealization, and they are representatives of some target system, which prompts issues of resemblance between the two to arise. Models as representations are constrained both ontologically (by their targets) and pragmatically (by the purposes and audiences of the modeller), and these relations are coordinated by (...) a model commentary. Surrogate models are often about single mechanisms. They are distinguishable from substitute models, which are examined without any concern about their connections with the target. Models as credible worlds are surrogate models that are believed to provide access to their targets on account of their credibility (of which a few senses are distinguished). (shrink)

Diagrams have distinctive characteristics that make them an effective medium for communicating research findings, but they are even more impressive as tools for scientific reasoning. Focusing on circadian rhythm research in biology to explore these roles, we examine diagrammatic formats that have been devised to identify and illuminate circadian phenomena and to develop and modify mechanistic explanations of these phenomena.

An account of scientific representation in terms of partial structures and partial morphisms is further developed. It is argued that the account addresses a variety of difficulties and challenges that have recently been raised against such formal accounts of representation. This allows some useful parallels between representation in science and art to be drawn, particularly with regard to apparently inconsistent representations. These parallels suggest that a unitary account of scientific and artistic representation is possible, and our article can be viewed (...) as laying the groundwork for such an account—although, as we shall acknowledge, significant differences exist between these two forms of representation. (shrink)

The semantic, or model-theoretic, approach to theories has recently come under criticism on two fronts: (i) it is claimed that it cannot account for the wide diversity of models employed in scientific practice—a claim which has led some to propose a “deflationary” account of models; (ii) it is further contended that the sense of “model” used by the approach differs from that given in model theory. Our aim in the present work is to articulate a possible response to these claims, (...) drawing on recent developments within the semantic approach itself. Thus, the first is answered by utilizing the notion of a “partial structure”, first introduced in this context by da Costa and French in 1990. The second claim is undermined by consideration of van Fraassen's understanding of “model” which corresponds well with that evinced by modem mathematicians. This latter discussion, in particular, has an impact on the continuing debate regarding the relative merits of the semantic and syntactic views and the developments presented here can be taken to provide further support to the former. (shrink)

In this book van Fraassen develops an alternative to scientific realism by constructing and evaluating three mutually reinforcing theories.

I argue for an intentional conception of representation in science that requires bringing scientific agents and their intentions into the picture. So the formula is: Agents (1) intend; (2) to use model, M; (3) to represent a part of the world, W; (4) for some purpose, P. This conception legitimates using similarity as the basic relationship between models and the world. Moreover, since just about anything can be used to represent anything else, there can be no unified ontology of models. (...) This whole approach is further supported by a brief exposition of some recent work in cognitive, or usage-based, linguistics. Finally, with all the above as background, I criticize the recently much discussed idea that claims involving scientific models are really fictions. (shrink)

Representation has been one of the main themes in the recent discussion of models. Several authors have argued for a pragmatic approach to representation that takes users and their interpretations into account. It appears to me, however, that this emphasis on representation places excessive limitations on our view of models and their epistemic value. Models should rather be thought of as epistemic artifacts through which we gain knowledge in diverse ways. Approaching models this way stresses their materiality and media-specificity. Focusing (...) on models as multi-functional artifacts loosens them from any pre-established and fixed representational relationships and leads me to argue for a two-fold approach to representation. (shrink)

Recent discussions of the nature of representation in science have tended to import pre-established decompositions from analyses of representation in the arts, language, cognition and so forth. Which of these analyses one favours will depend on how one conceives of theories in the first place. If one thinks of them in terms of an axiomatised set of logico-linguistic statements, then one might be naturally drawn to accounts of linguistic representation in which notions of denotation, for example, feature prominently. If, on (...) the other hand, one conceives of theories in non-linguistic terms, as in the model-theoretic approach, then one might look to analyses of representation in the arts where notions of resemblance tend to be brought to the fore. Thus van Fraassen, for example, has imported such an analysis into his discussion of representation in science and argued that an appropriate account of resemblance can be given in terms of the set-theoretic relation of isomorphism. This has been strongly criticised by Suarez, who argues that just as isomorphism cannot capture representation in art, so it is inappropriate in the scientific context as well. Similarly Hughes draws on Goodman`s rejection of resemblance in art in favour of denotation and, rather confusingly perhaps, favours the latter whilst also maintaining the model-theoretic view of theories. In this paper, I shall examine the debate in terms of four claims: 1. Isomorphism is not sufficient for representation; 2. Isomorphism is not necessary for representation; 3. Models represent but theories do not; 4. Models denote and do not resemble. Each of these claims will be questioned and I will conclude by suggesting that, through appropriate modifications, a form of isomorphism can serve to underpin representation in both the arts and science. (shrink)

This paper defends an inferential conception of scientific representation. It approaches the notion of representation in a deflationary spirit, and minimally characterizes the concept as it appears in science by means of two necessary conditions: its essential directionality and its capacity to allow surrogate reasoning and inference. The conception is defended by showing that it successfully meets the objections that make its competitors, such as isomorphism and similarity, untenable. In addition the inferential conception captures the objectivity of the cognitive representations (...) used by science, it sheds light on their truth and completeness, and it explains the source of the analogy between scientific and artistic modes of representation. (shrink)

A general account of modeling in physics is proposed. Modeling is shown to involve three components: denotation, demonstration, and interpretation. Elements of the physical world are denoted by elements of the model; the model possesses an internal dynamic that allows us to demonstrate theoretical conclusions; these in turn need to be interpreted if we are to make predictions. The DDI account can be readily extended in ways that correspond to different aspects of scientific practice.

Discussions of representation in science tend to draw on examples from art. However, such examples need to be handled with care given a) the differences between works of art and scientific theories and b) the accommodation of these examples within certain philosophies of art. I shall examine the claim that isomorphism is neither necessary nor sufficient for representation and I shall argue that there exist accounts of representation in both art and science involving isomorphism which accommodate the apparent counterexamples and, (...) moreover, allow us to understand how “impossible” artistic objects and inconsistent scientific theories can be said to represent. (shrink)

Scientific models represent aspects of the empirical world. I explore to what extent this representational relationship, given the specific properties of models, can be analysed in terms of propositions to which truth or falsity can be attributed. For example, models frequently entail false propositions despite the fact that they are intended to say something "truthful" about phenomena. I argue that the representational relationship is constituted by model users "agreeing" on the function of a model, on the fit with data and (...) on the aspects of a phenomenon that are modelled. Model users weigh the propositions entailed by a model and from this decide which of these propositions are crucial to the acceptance and continued use of the model. Thus, models represent phenomena when certain propositions they entail are true, but this alone does not exhaust the representational relationship. Therefore, the constraints that produce the choice of the relevant propositions in a model must also be examined and their analysis contributes to understanding the relationship between models and phenomena. (shrink)

Callender and Cohen argue that there is no need for a special account of the constitution of scientific representation. I argue that scientific representation is communal and therefore deeply tied to the practice in which it is embedded. The communal nature is accounted for by licensing, the activities of scientific practice by which scientists establish a representation. A case study of the Lotka-Volterra model reveals how licensure is a constitutive element of the representational relationship. Thus, any account of the constitution (...) of scientific representation must account for licensing, meaning that there is a special problem of scientific representation. (shrink)

Models as Mediators discusses the ways in which models function in modern science, particularly in the fields of physics and economics. Models play a variety of roles in the sciences: they are used in the development, exploration and application of theories and in measurement methods. They also provide instruments for using scientific concepts and principles to intervene in the world. The editors provide a framework which covers the construction and function of scientific models, and explore the ways in which they (...) enable us to learn about both theories and the world. The contributors to the volume offer their own individual theoretical perspectives to cover a wide range of examples of modelling, from physics, economics and chemistry. These papers provide ideal case-study material for understanding both the concepts and typical elements of modelling, using analytical approaches from the philosophy and history of science. (shrink)

Bas C. van Fraassen presents an original exploration of how we represent the world.

This essay explores the connection between representation and explanation in the sciences. I suggest that scientific representation schemes be viewed as pragmatic tools for acquiring the sort of articulated awareness that is the hallmark of nontrivial knowledge. Crystal field theory in chemistry illustrates this perspective. Certain representations achieve the status of being paradigmatically explanatory, thereby shaping models of intelligibility. In turn, these explanatory preferences serve largely to define and differentiate disciplinary communities by implicitly endorsing particular epistemic aims and values. In (...) this way, the pragmatic nature of explanatory discourse effectively grants its intellectual utility. (shrink)

Molecular biologists and biochemists often use diagrams to present hypotheses. Analysis of diagrams shows that their content can be expressed with linguistic representations. Why do biologists use visual representations instead? One reason is simple comprehensibility: some diagrams present information which is readily understood from the diagram format, but which would not be comprehensible if the same information was expressed linguistically. But often diagrams are used even when concise, comprehensible linguistic alternatives are available. I explain this phenomenon by showing why diagrammatic (...) representation is especially well suited for a particular kind of explanation common in molecular biology and biochemistry: namely, functional analysis, in which a capacity of the system is explained in terms of capacities of its component parts. (shrink)

Recent work in the philosophy of science has generated an apparent conflict between theories attempting to explicate the nature of scientific representation. On one side, there are what one might call 'informational' views, which emphasize objective relations (such as similarity, isomorphism, and homomorphism) between representations (theories, models, simulations, diagrams, etc.) and their target systems. On the other side, there are what one might call 'functional' views, which emphasize cognitive activities performed in connection with these targets, such as interpretation and inference. (...) The main sources of the impression of conflict here are arguments by some functionalists to the effect that informational theories are flawed: it is suggested that relations typically championed by informational theories are neither necessary nor sufficient for scientific representation, and that any theory excluding functions is inadequate. In this paper I critically examine these arguments, and contend that, as it turns out, informational and functional theories are importantly complementary. (shrink)

Publications in contemporary science journals often include figures like graphs, diagrams, photographs, and MRIs, which are presented as support for the hypothesis the author is defending. As a first step to explaining how figures contribute to confirmation, I present an account of visual representation and use examples to show how the visual format is involved in the support those figures provide the authors’ conclusions. I then show that attempts to explain what figures contribute to scientific arguments without analyzing them as (...) visual representations will not succeed. (shrink)