(This insularity was further promoted by the guileless duplicity of scholars in other fields, who were all too prepared to bequeath "the problem of ...

Striving to boldly redirect the philosophy of science, this book by renowned philosopher Philip Kitcher examines the heated debate surrounding the role of science in shaping our lives. Kitcher explores the sharp divide between those who believe that the pursuit of scientific knowledge is always valuable and necessary--the purists--and those who believe that it invariably serves the interests of people in positions of power. In a daring turn, he rejects both perspectives, working out a more realistic image of the sciences--one (...) that allows for the possibility of scientific truth, but nonetheless permits social consensus to determine which avenues to investigate. He then proposes a democratic and deliberative framework for responsible scientists to follow. Controversial, powerful, yet engaging, this volume will appeal to a wide range of readers. Kitcher's nuanced analysis and authorititative conclusion will interest countless scientists as well as all readers of science--scholars and laypersons alike. (shrink)

Especially troublesome in this dispute is the status of the natural sciences, and this is where Hacking finds some of his most telling cases, from the conflict ...

During the last three decades, reflections on the growth of scientific knowledge have inspired historians, sociologists, and some philosophers to contend that scientific objectivity is a myth. In this book, Kitcher attempts to resurrect the notions of objectivity and progress in science by identifying both the limitations of idealized treatments of growth of knowledge and the overreactions to philosophical idealizations. Recognizing that science is done not by logically omniscient subjects working in isolation, but by people with a variety of personal (...) and social interests, who cooperate and compete with one another, he argues that, nonetheless, we may conceive the growth of science as a process in which both our vision of nature and our ways of learning more about nature improve. Offering a detailed picture of the advancement of science, he sets a new agenda for the philosophy of science and for other "science studies" disciplines. (shrink)

David Lewis (1941-2001) was Class of 1943 University Professor of Philosophy at Princeton University. His contributions spanned philosophical logic, philosophy of language, philosophy of mind, philosophy of science, metaphysics, and epistemology. In On the Plurality of Worlds, he defended his challenging metaphysical position, "modal realism." He was also the author of the books Convention, Counterfactuals, Parts of Classes, and several volumes of collected papers.

The traditional home for the concept of a natural kind in biology is of course taxonomy, the sorting of organisms into a nested hierarchy of kinds. Many taxonomists and most philosophers of biology now deny that it is possible to sort organisms into natural kinds. Many do not think that biological taxonomy sorts them into kinds at all, but rather identifies them as parts of historical individuals. But at any rate if the species, genera and so on of biological taxonomy (...) are kinds at all, there are various respects in which they fall short of the traditional requirements of naturalness. The members of biological taxa lack essential properties that make them members of a particular kind: any properties specific enough to belong only to members of the kind cannot be assumed to belong to all members of the kind. And if there are laws applying to members of biological taxa they are laws of very minor and local importance and, in view of the preceding point, at best probabilistic. (shrink)

The question is answered by introducing an ideal, the ideal of well‐ordered science In well‐ordered science the inquiries pursued are those that would have been selected by a well‐informed group of deliberators dedicated to working cooperatively with one another. Well‐ordered science is contrasted with vulgar democracy and with elitism. The chapter suggests various ways in which our current practice of the sciences falls short of the ideal.

THE SOCIOLOGICAL TURN The problem we are concerned with is just this: How should we understand science? Are we to account for scientific knowledge (or ...