INTERNATIONAL STUDIES IN THE PHILOSOPHY OF SCIENCE Vol. 5, number 1, Autumn 1991, pp. 79-87. R.M. Nugayev. -/- The fundamental laws of physics can tell the truth. -/- Abstract. Nancy Cartwright’s arguments in favour of phenomenological laws and against fundamental ones are discussed. Her criticisms of the standard cjvering-law account are extended using Vyacheslav Stepin’s analysis of the structure of fundamental theories. It is argued that Cartwright’s thesis 9that the laws of physics lie) is too radical to accept. A model (...) of theory change is proposed which demonstrates how the fundamental laws of physics can, in fact, be confronted with experience. -/- . (shrink)

Nancy Cartwright has drawn attention to how explanations are actually given in mathematical sciences. She argues that these procedures support an antirealist thesis that fundamental explanatory laws are not true. Moreover, she claims to be be essentially following Duhem's line of thought in developing this thesis. Without wishing to detract from the importance of her observations, it is suggested that they do not necessarily require the antirealist thesis. The antirealist interpretation of Duhem is also disputed. It is argued that Duhemian (...) points, often understood antirealistically, bear a realist construal, and that antirealist interpretations of Duhem typically run into problems of consistency or of reducing his position to absurdity. (shrink)

History, Philosophy and Science Teaching argues that science teaching and science teacher education can be improved if teachers know something of the history and philosophy of science and if these topics are included in the science curriculum. The history and philosophy of science have important roles in many of the theoretical issues that science educators need to address: the goals of science education; what constitutes an appropriate science curriculum for all students; how science should be taught in traditional cultures; what (...) integrated science is; how scientific literacy can be promoted; and the conflict which can occur between science curriculum and deep-seated religious or cultural values and knowledge. In part, answers to these questions hinge on views about the nature of science, views that are best informed by historical and philosophical study. Outlining the history of liberal, or contextual, approaches to the teaching of science, Michael Matthews elaborates contemporary curriculum developments that explicitly address questions about the nature and the history of science. He provides examples of classroom teaching and develops useful arguments on constructivism, multicultural science education and teacher education. The book will appeal to school and university science teachers, educators of science teachers, and historians and philosophers of science. (shrink)

This address focuses on those of us engaged in viewing science, particularly philosophers and sociologists of science. I begin with a historical perspective on the philosophy of science, focusing on the historical contingencies which have shaped its development since the 1930s. I then turn my gaze to the more recent history of the sociology of science. For both disciplines I hold up to view the reflexive problem of the status of that discipline's claims from its own perspective. I conclude with (...) a realist vision of science which rejects asymmetric notions, such as rationality, in favor of a naturalistic, perspectival realism. (shrink)