Physicalism, the thesis that everything is physical, is one of the most controversial problems in philosophy. Its adherents argue that there is no more important doctrine in philosophy, whilst its opponents claim that its role is greatly exaggerated. In this superb introduction to the problem Daniel Stoljar focuses on three fundamental questions: the interpretation, truth and philosophical significance of physicalism. In answering these questions he covers the following key topics: -/- (i)A brief history of physicalism and its definitions, (ii)what a (...) physical property is and how physicalism meets challenges from empirical sciences, (iii)'Hempel’s dilemma’ and the relationship between physicalism and physics, (iv)physicalism and key debates in metaphysics and philosophy of mind, such as supervenience, identity and conceivability, and (v)physicalism and causality. -/- Additional features include chapter summaries, annotated further reading and a glossary of technical terms, making Physicalism ideal for those coming to the problem for the first time. (shrink)

Previously published: Seventh edition. Boston: Prentice Hall, 2010.

A scientific community cannot practice its trade without some set of received beliefs. These beliefs form the foundation of the "educational initiation that prepares and licenses the student for professional practice". The nature of the "rigorous and rigid" preparation helps ensure that the received beliefs are firmly fixed in the student's mind. Scientists take great pains to defend the assumption that scientists know what the world is like...To this end, "normal science" will often suppress novelties which undermine its foundations. Research (...) is therefore not about discovering the unknown, but rather "a strenuous and devoted attempt to force nature into the conceptual boxes supplied by professional education". (shrink)

Scientists obtain a great deal of the evidence they use by observingnatural and experimentally generated objects and effects. Much of thestandard philosophical literature on this subject comes from20th century logical positivists and empiricists, theirfollowers, and critics who embraced their issues and accepted some oftheir assumptions even as they objected to specific views. Theirdiscussions of observational evidence tend to focus on epistemologicalquestions about its role in theory testing. This entry follows theirlead even though observational evidence also plays important andphilosophically interesting roles (...) in other areas including scientificdiscovery and the application of scientific theories to practicalproblems. (shrink)

A compact, coherent introduction to the study of rational belief, this text provides points of entry to such areas of philosophy as theory of knowledge, methodology of science, and philosophy of language. The book is accessible to all undergraduates and presupposes no philosophical training.

Thomas S. Kuhn's classic book is now available with a new index.

The claims of some authors to have introduced a new type of explanation in cosmology, based on the anthropic principle, are examined and found wanting. The weak anthropic principle is neither anthropic nor a principle. Either in its direct or in its Bayesian form, it is a mere tautology lacking explanatory force and unable to yield any prediction of previously unknown results. It is a pattern of inference, not of explanation. The strong anthropic principle is a gratuitous speculation with no (...) other support than previous religious commitment or the assumption of an actual infinity of universes, for which there is no the slightest empirical hint. But even assuming so much, it does not work. In particular, the assumption of an infinity of different universes is no guarantee of finding among them one like this one. The loose anthropic way of reasoning does not stand up to the usual methodological standards of empirical science. And it does not signal any anthropocentric turn in contemporary science. (shrink)

Physicalism is the thesis that everything is physical, or as contemporary philosophers sometimes put it, that everything supervenes on, or is necessitated by, the physical. The thesis is usually intended as a metaphysical thesis, parallel to the thesis attributed to the ancient Greek philosopher Thales, that everything is water, or the idealism of the 18th Century philosopher Berkeley, that everything is mental. The general idea is that the nature of the actual world (i.e. the universe and everything in it) conforms (...) to a certain condition, the condition of being physical. Of course, physicalists don't deny that the world might contain many items that at first glance don't seem physical — items of a biological, or psychological, or moral, or social nature. But they insist nevertheless that at the end of the day such items are either physical or supervene on the physical. (shrink)

The title is his own. Herbert Feigl, the provocateur and the soul (if we may put it so) of modesty, wrote to me some years ago, "I'm more of a catalyst than producer of new and original ideas all my life... ", but then he com pleted the self-appraisal: "... with just a few exceptions perhaps". We need not argue for the creative nature of catalysis, but will simply remark that there are 'new and original ideas' in the twenty-four papers (...) selected for this volume, in the extraordinary aperrus of the 25-year-old Feigl in his Vienna dissertation of 1927 on Zufall und Gesetz, in the creative critique and articulation in his classical monograph of 1958 on The 'Mental' and the 'Physical'; and the reader will want to turn to some of the seventy other titles in our Feigl bibliography appended. Professor Feigl has been a model philosophical worker: above all else, honest, self-aware, open-minded and open-hearted; keenly, devotedly, and even arduously the student of the sciences, he has been a logician and an empiricist. Early on, he brought the Vienna Circle to America, and much later he helped to bring it back to Central Europe. The story of the logical empiricist movement, and of Herbert Feigl's part in it, has often been told, importantly by Feigl himself in four papers we have included here. (shrink)

The term ‘naturalism’ has no very precise meaning in contemporary philosophy. Its current usage derives from debates in America in the first half of the last century. The self-proclaimed ‘naturalists’ from that period included John Dewey, Ernest Nagel, Sidney Hook and Roy Wood Sellars. These philosophers aimed to ally philosophy more closely with science. They urged that reality is exhausted by nature, containing nothing ‘supernatural’, and that the scientific method should be used to investigate all areas of reality, including the (...) ‘human spirit’ (Krikorian 1944, Kim 2003). (shrink)

_Metaphysics: A Contemporary Introduction_ is for students who have already completed an introductory philosophy course and need a fresh look at the central topics in the core subject of metaphysics. It is essential reading for any student of the subject. This Fourth Edition is revised and updated and includes two new chapters on Parts and Wholes, and Metaphysical Indeterminacy or vagueness. This new edition also keeps the user-friendly format, the chapter overviews summarizing the main topics, concrete examples to clarify difficult (...) concepts, annotated further reading at the end of each chapter, endnotes, and a full bibliography. Topics addressed include: the problem of universals the nature of abstract entities the problem of individuation the nature of modality identity through time the nature of time the nature of parts and wholes the problem of metaphysical indeterminacy the Realism/anti-Realism debate. Wherever possible, Michael J. Loux and Thomas M. Crisp relate contemporary views to their classical sources in the history of philosophy. As experienced teachers of philosophy and important contributors to recent debates, Loux and Crisp are uniquely qualified to write this book. (shrink)

Constructivism is one of the most influential theories in contemporary education and learning theory. It has had great influence in science education. The papers in this collection represent, arguably, the most sustained examination of the theoretical and philosophical foundations of constructivism yet published. Topics covered include: orthodox epistemology and the philosophical traditions of constructivism; the relationship of epistemology to learning theory; the connection between philosophy and pedagogy in constructivist practice; the difference between radical and social constructivism, and an appraisal of (...) their epistemology; the strengths and weaknesses of the Strong Programme in the sociology of science and implications for science education. The book contains an extensive bibliography. Contributors include philosophers of science, philosophers of education, science educators, and cognitive scientists. The book is noteworthy for bringing this diverse range of disciplines together in the examination of a central educational topic. (shrink)

As the gateway to scientific thinking, an understanding of the scientific method is essential for success and productivity in science. This book is the first synthesis of the practice and the philosophy of the scientific method. It will enable scientists to be better scientists by offering them a deeper understanding of the underpinnings of the scientific method, thereby leading to more productive research and experimentation. It will also give scientists a more accurate perspective on the rationality of the scientific approach (...) and its role in society. Beginning with a discussion of today's 'science wars' and science's presuppositions, the book then explores deductive and inductive logic, probability, statistics, and parsimony, and concludes with an examination of science's powers and limits, and a look at science education. Topics relevant to a variety of disciplines are treated, and clarifying figures, case studies, and chapter summaries enhance the pedagogy. This adeptly executed, comprehensive, yet pragmatic work yields a new synergy suitable for scientists and instructors, and graduate students and advanced undergraduates. (shrink)

In this article I try to define more precisely what scientism is and how it is related to a traditional religion such as Christianity. By first examining the writing of a number of contemporary natural scientists (Francis Crick, Richard Dawkins, Stephen Hawking, Carl Sagan and Edward O. Wilson), I show that the concept can be given numerous different meanings. I propose and defend a distinction between epistemic, rationalistic, ontological, axiological and redemptive scientism and it is also explained why we should (...) not directly identify scientism with scientific materialism or scientific naturalism. (shrink)

The idea of family resemblance, when applied to science, can provide a powerful account of the nature of science (NOS). In this chapter we develop such an account by taking into consideration the consensus on NOS that emerged in the science education literature in the last decade or so. According to the family resemblance approach, the nature of science can be systematically and comprehensively characterised in terms of a number of science categories which exhibit strong similarities and overlaps amongst diverse (...) scientific disciplines. We then discuss the virtues of this approach and make some suggestions as to how one can go about teaching it in the classroom. (shrink)