In this bold work of broad scope and rich erudition, Richard W. Miller sets out to reorient the philosophy of science.

First published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

Introduction Jarrett Leplin Hilary Putnam seems to have inaugurated a new era of interest in realism with his declaration that realism is the ...

Laudan constructs a fresh approach to a longtime problem for the philosopher of science: how to explain the simultaneous and widespread presence of both agreement and disagreement in science. Laudan critiques the logical empiricists and the post-positivists as he stresses the need for centrality and values and the interdependence of values, methods, and facts as prerequisites to solving the problems of consensus and dissent in science.

This essay contains a partial exploration of some key concepts associated with the epistemology of realist philosophies of science. It shows that neither reference nor approximate truth will do the explanatory jobs that realists expect of them. Equally, several widely-held realist theses about the nature of inter-theoretic relations and scientific progress are scrutinized and found wanting. Finally, it is argued that the history of science, far from confirming scientific realism, decisively confutes several extant versions of avowedly 'naturalistic' forms of scientific (...) realism. (shrink)

First published in 1978, this reissue presents a seminal philosophical work by professor Putnam, in which he puts forward a conception of knowledge which makes ethics, practical knowledge and non-mathematic parts of the social sciences just as much parts of 'knowledge' as the sciences themselves. He also rejects the idea that knowledge can be demarcated from non-knowledge by the fact that the former alone adheres to 'the scientific method'. The first part of the book consists of Professor Putnam's John Locke (...) lectures, delivered at the University of Oxford in 1976, offering a detailed examination of a 'physicalist' theory of reference against a background of the works of Tarski, Carnap, Popper, Hempel and Kant. The analysis then extends to notions of truth, the character of linguistic enquiry and social scientific enquiry in general, interconnecting with the great metaphysical problem of realism, the nature of language and reference, and the character of ourselves. (shrink)

The belief that science shows an accumulation of a body of objective knowledge has been widely challenged by philosophers and historians in the latter half of this century. In this treatise, Dr. Jardine defends this belief with a careful appreciation of the complexities involved, drawing on many controversial issues concerning truth in science, interpretation of past theories, and grounds of scientific method.

Many realists have maintained that the success of scientific theories can be explained only if they may be regarded as approximately true. Laurens Laudan has in turn contended that a necessary condition for a theory's being approximately true is that its central terms refer, and since many successful theories of the past have employed central terms which we now understand to be non-referential, realism cannot explain their success. The present paper argues that a realist can adopt a view of reference (...) according to which a theory might plausibly be said to be approximately true even though its central terms do not refer, or alternatively, he may construe reference in such a way as to assign reference to a range of successful older theories which includes Laudan's purported counterexamples. (shrink)

"Churchland and Hooker have collected ten papers by prominent philosophers of science which challenge van Fraassen's thesis from a variety of realist perspectives. Together with van Fraassen's extensive reply... these articles provide a comprehensive picture of the current debate in philosophy of science between realists and anti-realists."—Jeffrey Bub and David MacCallum, Foundations of Physics Letters.

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)

Pure causal theories of reference cannot account for cases of theoretical term reference failure and do not capture the scientific point of introducing new theoretical terminology. In order to account for paradigm cases of reference failure and the point of new theoretical terminology, a descriptive element must play a role in fixing the reference of theoretical terms. Richard Boyd's concept of theory constituitive metaphors provides the necessary descriptive element in reference fixing. In addition to providing a plausible account of reference (...) failure and success, a metaphor approach to reference fixing provides the basis for a plausible realist account of the progress of science. Indeed, the metaphor approach undermines the sceptical force of the meta-induction and Laudan's objections to scientific realism. (shrink)

By applying research in artificial intelligence to problems in the philosophy of science, Paul Thagard develops an exciting new approach to the study of scientific reasoning. This approach uses computational ideas to shed light on how scientific theories are discovered, evaluated, and used in explanations. Thagard describes a detailed computational model of problem solving and discovery that provides a conceptually rich yet rigorous alternative to accounts of scientific knowledge based on formal logic, and he uses it to illuminate such topics (...) as the nature of concepts, hypothesis formation, analogy, and theory justification. (shrink)