This book offers an integrated historical and philosophical examination of the origin of genetics. The author contends that an integrated HPS analysis helps us to have a better understanding of the history of genetics, and sheds light on some general issues in the philosophy of science. This book consists of three parts. It begins with historical problems, revisiting the significance of the work of Mendel, de Vries, and Weldon. Then it turns to integrated HPS problems, developing an exemplar-based analysis of (...) the development and the progress in early genetics. Finally, it discusses philosophical problems: conceptual change, evidence, and theory choice. Part I lays out a new historiography, serving as a basis for the discussions in part II and part III. Part II introduces a new integrated HPS method to analyse and interpret the historiography in Part I and to re-examine the philosophical issues in Part III. Part III develops new philosophical accounts which will in turn make a better sense of the history of scientific practice more generally. This book provides a practical defence of integrated HPS: the best way to defend integrated HPS is to do it. (shrink)

In recent years, philosophical work directly concerned with the practice of mathematics has intensified, giving rise to a movement known as the philosophy of mathematical practice . In this paper we offer a survey of this movement aimed at mathematics educators. We first describe the core questions philosophers of mathematical practice investigate as well as the philosophical methods they use to tackle them. We then provide a selective overview of work in the philosophy of mathematical practice covering topics including the (...) distinction between formal and informal proofs, visualization and artefacts, mathematical explanation and understanding, value judgments, and mathematical design. We conclude with some remarks on the potential connections between the philosophy of mathematical practice and mathematics education. (shrink)

The epistemic account and the noetic account hold that the essence of scientific progress is the increase in knowledge and understanding, respectively. Dellsén (2018) criticizes the epistemic account (Park, 2017a) and defends the noetic account (Dellsén, 2016). I argue that Dellsén’s criticisms against the epistemic account fail, and that his notion of understanding, which he claims requires neither belief nor justification, cannot explain scientific progress, although it can explain fictional progress in science-fiction.

This article develops and defends a new functional approach to scientific progress. I begin with a review of the problems of the traditional functional approach. Then I propose a new functional account of scientific progress, in which scientific progress is defined in terms of usefulness of problem defining and problem solving. I illustrate and defend my account by applying it to the history of genetics. Finally, I highlight the advantages of my new functional approach over the epistemic and semantic approaches (...) and dismiss some potential objections to my approach. (shrink)

In a recent paper in this journal, entitled ‘Scientific Progress: Why Getting Closer to Truth is Not Enough’ (2017), Moti Mizrahi argues that the view of progress as approximation to the truth or increasing verisimilitude is plainly false. The key premise of his argument is that on such a view of progress, in order to get closer to the truth one only needs to arbitrarily add a true disjunct to a hypothesis or theory. Since quite clearly scientific progress is not (...) a matter of adding true disjuncts to theories, the argument goes, the view of progress as approximation to the truth is untenable. We show that the key premise of Mizrahi’s argument is false: according to verisimilitude-based accounts of progress, adding arbitrary true disjuncts to existing theories is just not enough to get closer to the truth. (shrink)

In their account of theory change in logic, Aberdein and Read distinguish 'glorious' from 'inglorious' revolutions--only the former preserves all 'the key components of a theory' [1]. A widespread view, expressed in these terms, is that empirical science characteristically exhibits inglorious revolutions but that revolutions in mathematics are at most glorious [2]. Here are three possible responses: 0. Accept that empirical science and mathematics are methodologically discontinuous; 1. Argue that mathematics can exhibit inglorious revolutions; 2. Deny that inglorious revolutions are (...) characteristic of science. Where Aberdein and Read take option 1, option 2 is preferred by Mizrahi [3]. This paper seeks to resolve this disagreement through consideration of some putative mathematical revolutions. [1] Andrew Aberdein and Stephen Read, The philosophy of alternative logics, The Development of Modern Logic (Leila Haaparanta, ed.), Oxford University Press, Oxford, 2009, pp. 613-723. [2] Donald Gillies (ed.), Revolutions in Mathematics, Oxford University Press, Oxford, 1992. [3] Moti Mizrahi, Kuhn's incommensurability thesis: What's the argument?, Social Epistemology 29 (2015), no. 4, 361-378. (shrink)

ABSTRACTThis discussion note aims to contribute to the ongoing debate over the nature of scientific progress. I argue against the semantic view of scientific progress, according to which scientific progress consists in approximation to truth or increasing verisimilitude. If the semantic view of scientific progress were correct, then scientists would make scientific progress simply by arbitrarily adding true disjuncts to their hypotheses or theories. Given that it is not the case that scientists could make scientific progress simply by arbitrarily adding (...) true disjuncts to their hypotheses or theories, it follows that the semantic view of scientific progress is incorrect. (shrink)

This collection brings together several essays which have been written between the years 197 5 and 1983. During that period I have been occupied with the attempt to find a satisfactory explicate for the notion of tnithlike ness or verisimilitude. The technical results of this search have partly appeared elsewhere, and I am also working on a systematic presentation of them in a companion volume to this book: Truthlikeness. The essays collected in this book are less formal and more philos (...) ophical: they all explore various aspects of the idea that progress in science is associated with an increase in the truthlikeness of its results. Even though they do not exhaust the problem area of scientific change, together they constitute a step in the direction which I find most promising in the defence of critical scientific realism. * Chapter 1 appeared originally in Finnish as the opening article of a new journal Tiede 2000 - a Finnish counterpart to journals such as Science and Scientific American. This explains its programmatic character. It tries to give a compact answer to the question 'What is science?', and serves therefore as an introduction to the problem area of the later chapters. Chapter 2 is a revised translation of my inaugural lecture for the chair of Theoretical Philosophy in the University of Helsinki on April 8, 1981. It appeared in Finnish inParnasso 31, pp. (shrink)

Bird argues that scientific progress consists in increasing knowledge. Dellsén objects that increasing knowledge is neither necessary nor sufficient for scientific progress, and argues that scientific progress rather consists in increasing understanding. Dellsén also contends that unlike Bird’s view, his view can account for the scientific practices of using idealizations and of choosing simple theories over complex ones. I argue that Dellsén’s criticisms against Bird’s view fail, and that increasing understanding cannot account for scientific progress, if acceptance, as opposed to (...) belief, is required for scientific understanding. (shrink)

I defend my view that scientific progress is constituted by the accumulation of knowledge against a challenge from Rowbottom in favour of the semantic view that it is only truth that is relevant to progress.Keywords: Scientific progress; Knowledge; Aim of inquiry; Darrell Rowbottom.

What is scientific progress? On Alexander Bird’s epistemic account of scientific progress, an episode in science is progressive precisely when there is more scientific knowledge at the end of the episode than at the beginning. Using Bird’s epistemic account as a foil, this paper develops an alternative understanding-based account on which an episode in science is progressive precisely when scientists grasp how to correctly explain or predict more aspects of the world at the end of the episode than at the (...) beginning. This account is shown to be superior to the epistemic account by examining cases in which knowledge and understanding come apart. In these cases, it is argued that scientific progress matches increases in scientific understanding rather than accumulations of knowledge. In addition, considerations having to do with minimalist idealizations, pragmatic virtues, and epistemic value all favor this understanding-based account over its epistemic counterpart. (shrink)

This book exhibits deep philosophical quandaries and intricacies of the historical development of science lying behind a simple and fundamental item of common sense in modern science, namely the composition of water as H2O. Three main phases of development are critically re-examined, covering the historical period from the 1760s to the 1860s: the Chemical Revolution, early electrochemistry, and early atomic chemistry. In each case, the author concludes that the empirical evidence available at the time was not decisive in settling the (...) central debates and therefore the consensus that was reached was unjustified or at least premature. This leads to a significant re-examination of the realism question in the philosophy of science and a unique new advocacy for pluralism in science. Each chapter contains three layers, allowing readers to follow various parts of the book at their chosen level of depth and detail. The second major study in "complementary science", this book offers a rare combination of philosophy, history and science in a bid to improve scientific knowledge through history and philosophy of science. (shrink)

First, I argue that scientific progress is possible in the absence of increasing verisimilitude in science’s theories. Second, I argue that increasing theoretical verisimilitude is not the central, or primary, dimension of scientific progress. Third, I defend my previous argument that unjustified changes in scientific belief may be progressive. Fourth, I illustrate how false beliefs can promote scientific progress in ways that cannot be explicated by appeal to verisimilitude.

This paper argues that talk of ‘the aim of science’ should be avoided in the philosophy of science, with special reference to the way that van Fraassen sets up the difference between scientific realism and constructive empiricism. It also argues that talking instead of ‘what counts as success in science as such’ is unsatisfactory. The paper concludes by showing what this talk may be profitably replaced with, namely specific claims concerning science that fall into the following categories: descriptive, evaluative, normative, (...) and definitional. There are two key advantages to this proposal. First, realism and its competitors may be understood to consist of highly nuanced variants. Second, scientific realism and its competitors may be understood as something other than ‘all or nothing’ theses about science. More particularly, one may accept that there are general claims concerning science in some of the identified categories, but deny that there are such claims in the others. (shrink)

Alexander Bird argues for an epistemic account of scientific progress, whereas Darrell Rowbottom argues for a semantic account. Both appeal to intuitions about hypothetical cases in support of their accounts. Since the methodological significance of such appeals to intuition is unclear, I think that a new approach might be fruitful at this stage in the debate. So I propose to abandon appeals to intuition and look at scientific practice instead. I discuss two cases that illustrate the way in which scientists (...) make judgments about progress. As far as scientists are concerned, progress is made when scientific discoveries contribute to the increase of scientific knowledge of the following sorts: empirical, theoretical, practical, and methodological. I then propose to articulate an account of progress that does justice to this broad conception of progress employed by scientists. I discuss one way of doing so, namely, by expanding our notion of scientific knowledge to include both know-that and know-how. (shrink)

In this paper we provide a compact presentation of the verisimilitudinarian approach to scientific progress (VS, for short) and defend it against the sustained attack recently mounted by Alexander Bird (2007). Advocated by such authors as Ilkka Niiniluoto and Theo Kuipers, VS is the view that progress can be explained in terms of the increasing verisimilitude (or, equivalently, truthlikeness, or approximation to the truth) of scientific theories. According to Bird, VS overlooks the central issue of the appropriate grounding of scientific (...) beliefs in the evidence, and it is therefore unable (a) to reconstruct in a satisfactory way some hypothetical cases of scientific progress, and (b) to provide an explanation of the aversion to falsity that characterizes scientific practice. We rebut both of these criticisms and argue that they reveal a misunderstanding of some key concepts underlying VS. (shrink)

Throughout history, mathematicians have expressed preference for solutions to problems that avoid introducing concepts that are in one sense or another “foreign” or “alien” to the problem under investigation. This preference for “purity” (which German writers commonly referred to as “methoden Reinheit”) has taken various forms. It has also been persistent. This notwithstanding, it has not been analyzed at even a basic philosophical level. In this paper we give a basic analysis of one conception of purity—what we call topical purity—and (...) discuss its epistemological significance. (shrink)

This paper challenges Bird’s view that scientific progress should be understood in terms of knowledge, by arguing that unjustified scientific beliefs (and/or changes in belief) may nevertheless be progressive. It also argues that false beliefs may promote progress.

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)

This book comes to the rescue of scientific realism, showing that reports of its death have been greatly exaggerated. Philosophical realism holds that the aim of a particular discourse is to make true statements about its subject matter. Ilkka Niiniluoto surveys different kinds of realism in various areas of philosophy and then sets out his own critical realist philosophy of science.

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

This paper challenges a recent argument of Bird’s, which involves imagining that Réné Blondlot’s belief in N-rays was true, in favour of the view that scientific progress should be understood in terms of knowledge rather than truth. By considering several variants of Bird’s thought-experiment, it shows that the semantic account of progress cannot be so easily vanquished. A key possibility is that justification is only instrumental in, and not partly constitutive of, progress.

Van Fraassen defines constructive empiricism as the view that science aims to produce empirically adequate theories. But this account has been misunderstood. Constructive empiricism in not, as it seems, a description of the intentional features of scientific practice, nor is it a normative prescription for their revision. It is rather a fiction about the practice of science that van Fraassen displays in the interests of a broader empiricism. The paper concludes with a series of arguments designed to show that constructive (...) empiricism so understood is self-undermining. (shrink)

In response to parts I-III of G Rosen's "What is Constructive Empiricism?", "Philosophical Studies", 74, 1994, 143-178, this paper examines several construals of the position of constructive empiricism. At issue, in part, is the equation of intentional aspects of science with the intentions and opinions of scientists. In addition it is necessary to distinguish the constructive empiricist -- a philosopher holding that acceptance of theories in science need not involve belief that they are true -- from the scientific agnostic' who (...) accepts but does not believe current science. What is at stake for empiricism is a view of science that will admit it as a paradigm for rational inquiry. (shrink)

I argue that scientific progress is precisely the accumulation of scientific knowledge.

What do appeals to case studies accomplish? Consider the dilemma: On the one hand, if the case is selected because it exemplifies the philosophical point, then it is not clear that the historical data hasn't been manipulated to fit the point. On the other hand, if one starts with a case study, it is not clear where to go from there—for it is unreasonable to generalize from one case or even two or three.

Scientists are constantly making observations, carrying out experiments, and analyzing empirical data. Meanwhile, scientific theories are routinely being adopted, revised, discarded, and replaced. But when are such changes to the content of science improvements on what came before? This is the question of scientific progress. One answer is that progress occurs when scientific theories ‘get closer to the truth’, i.e. increase their degree of truthlikeness. A second answer is that progress consists in increasing theories’ effectiveness for solving scientific problems. A (...) third answer is that progress occurs when the stock of scientific knowledge accumulates. A fourth and final answer is that scientific progress consists in increasing scientific understanding, i.e. the capacity to correctly explain and reliably predict relevant phenomena. This paper compares and contrasts these four accounts of scientific progress, considers some of the most prominent arguments for and against each account, and briefly explores connections to different forms of scientific realism. (shrink)

According to the foundationalist picture, shared by many rationalists and positivist empiricists, science makes cognitive progress by accumulating justified truths. Fallibilists, who point out that complete certainty cannot be achieved in empirical science, can still argue that even successions of false theories may progress toward the truth. This proposal was supported by Karl Popper with his notion of truthlikeness or verisimilitude. Popper’s own technical definition failed, but the idea that scientific progress means increasing truthlikeness can be expressed by defining degrees (...) of truthlikeness in terms of similarities between states of affairs. This paper defends the verisimilitude approach against Alexander Bird who argues that the “semantic” definition is not sufficient to define progress, but the “epistemic” definition referring to justification and knowledge is more adequate. Here Bird ignores the crucial distinction between real progress and estimated progress, explicated by the difference between absolute degrees of truthlikeness and their evidence-relative expected values. Further, it is argued that Bird’s idea of returning to the cumulative model of growth requires an implausible trick of transforming past false theories into true ones. (shrink)

Alexander Bird and Darrell Rowbottom have argued for two competing accounts of the concept of scientific progress. For Bird, progress consists in the accumulation of scientific knowledge. For Rowbottom, progress consists in the accumulation of true scientific beliefs. Both appeal to intuitions elicited by thought experiments in support of their views, and it seems fair to say that the debate has reached an impasse. In an attempt to avoid this stalemate, we conduct a systematic study of the factors that underlie (...) judgments about scientific progress. Our results suggest that (internal) justification plays an important role in intuitive judgments about progress, questioning the intuitive support for the claim that the concept of scientific progress is best explained in terms of the accumulation of only true scientific belief. (shrink)

Dellsén (2017) has recently argued for an understanding-based account of scientific progress, the noetic account, according to which science (or a particular scientific discipline) makes cognitive progress precisely when it increases our understanding of some aspect of the world. Dellsén contrasts this account with Bird’s (2007, 2015) epistemic account, according to which such progress is made precisely when our knowledge of the world is increased or accumulated. In a recent paper, Park (2017) criticizes various aspects of Dellsén’s account and his (...) arguments in favor of the noetic account as against Bird’s epistemic account. This paper responds to Park’s objections. Since a number of Park’s arguments rely on the idea that scientific progress may merely consists in “achieving the means to increase knowledge” (Park 2017: 570), I will start by discussing this “means-end thesis”. (shrink)

Scientific realists use the “no miracle argument” to show that the empirical and pragmatic success of science is an indicator of the ability of scientific theories to give true or truthlike representations of unobservable reality. While antirealists define scientific progress in terms of empirical success or practical problem-solving, realists characterize progress by using some truth-related criteria. This paper defends the definition of scientific progress as increasing truthlikeness or verisimilitude. Antirealists have tried to rebut realism with the “pessimistic metainduction”, but critical (...) realists turn this argument into an optimistic view about progressive science. (shrink)

This book offers a close and rigorous examination of the arguments for and against scientific realism and introduces key positions in the scientific realism/antirealism debate, which is one of the central debates in contemporary philosophy of science. On the one hand, scientific realists argue that we have good reasons to believe that our best scientific theories are approximately true because, if they were not even approximately true, they would not be able to explain and predict natural phenomena with such impressive (...) accuracy. On the other hand, antirealists argue that the success of science does not warrant belief in the approximate truth of our best scientific theories. This is because the history of science is a graveyard of theories that were once successful but were later discarded. The author eventually settles on a middle ground position between scientific realism and antirealism called "relative realism.". (shrink)

How should we understand scientific progress? Kuhn famously discussed science as its own internally driven venture, structured by paradigms. He also famously had a problem describing progress in science, as problem-solving ability failed to provide a clear rubric across paradigm change—paradigm changes tossed out problems as well as solving them. I argue here that much of Kuhn’s inability to articulate a clear view of scientific progress stems from his focus on pure science and a neglect of applied science. I trace (...) the history of the distinction between pure and applied science, showing how the distinction came about, the rhetorical uses to which the distinction has been put, and how pure science came to be both more valued by scientists and philosophers. I argue that the distinction between pure and applied science does not stand up to philosophical scrutiny, and that once we relinquish it, we can provide Kuhn with a clear sense of scientific progress. It is not one, though, that will ultimately prove acceptable. For that, societal evaluations of scientific work are needed. (shrink)

This book is concerned with the problem of applying the theory of verisimilitude to cognitive problems of a quantitative nature. Attention is mostly focused on hypotheses concerned with (physical or other) systems whose state can be represented with an element of a multidimensional state space, but hypotheses concerned with quantitative laws are also considered. The book provides a systematic introduction to the main contemporary forms of the theory of verisimilitude, including both proposed definitions of quantitative degrees of verisimilitude and proposed (...) definitions of the relation `closer to the truth than'. It shows why the quantitative measures that have been proposed earlier produce unacceptable results in the multidimensional case and, using the tools of geometric measure theory, works out alternatives for them in detail. In addition, the standard structuralist theory of science and the way in which the problems of approximation are dealt with in it are presented and evaluated critically. (shrink)