Why, despite his enormous influence in the latter part of the twentieth century, has Kuhn left no distinctively Kuhnian legacy? I argue that this is because the development of Kuhn’s own thought was in a direction opposite to that of the mainstream of the philosophy of science. In the 1970s and 1980s the philosophy of science took on board the lessons of externalism as regards reference and knowledge, and became more sympathetic to a naturalistic approach to philosophical problems. Kuhn, on (...) the other hand, started out with a strong naturalistic streak, employing non-philosophical disciplines, primarily psychology, in order to build his accounts of scientific change and the nature of observation and scientific thought. But by the 1970s Kuhn’s work had taken on a much more purely philosophical, a priori, tone. His explanation of incommensurability moved from a psychological explanation to one embedded in the philosophy of language. Increasingly he gave his outlook a Kantian gloss. I suggest, nonetheless, that Kuhn’s most valuable contribution is to be found in The Structure of Scientific Revolutions and not in his later work, and that the naturalistic direction of the former has important links with connectionist research in cognitive science that deserve further study.Author Keywords: Kuhn; Scientific revolutions; Empiricism; Naturalism; Incommensurability; Reference. (shrink)

Sometimes I dream that I am an astronaut. I land my spaceship on a distant planet. When I tell me children on that planet that on earth school is compulsory and that we have homework every evening, they split their sides laughing. And so I decide to stay with them for a long, long time… Well anyway… until the summer holidays. Each state of the mind is irreducible. The mere act of giving it a name, that is of classifying it, (...) implies a falsification of it. From all this, it would be possible to deduce that there is no science in Tlon, let alone rational thought. The paradox, however, is that sciences exist, in countless number… The metaphysicians of Tlon are not looking for truth, nor even for an approximation of it; they are after a kind of amazement. They consider metaphysics a branch of fantastic literature. They know that a system is nothing more than the subordination of all aspects of the universe to some one of them. Even the phrase ‘all the aspects’ can be rejected, since it presupposes the impossible inclusion of the present moment, and of past moments. (shrink)

This paper re-examines Lyotard’s notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard’s discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard’s responses to his critics and his reappraisal of his own work.

Philosophers of science have paid little attention, positive or negative, to Lyotard’s book The postmodern condition, even though it has been popular in other fields. We set out some of the reasons for this neglect. Lyotard thought that sciences could be justified by non-scientific narratives. We show why this is unacceptable, and why many of Lyotard’s characterisations of science are either implausible or are narrowly positivist. One of Lyotard’s themes is that the nature of knowledge has changed and thereby so (...) has society itself. However much of what Lyotard says muddles epistemological matters about the definition of ‘knowledge’ with sociological claims about how information circulates in modern society. We distinguish two kinds of legitimation of science: epistemic and socio-political. In proclaiming ‘incredulity towards metanarratives’ Lyotard has nothing to say about how epistemic and methodological principles are to be justified. He also gives a bad argument as to why there can be no epistemic legitimation, which is based on an act/content confusion, and a confusion between making an agreement and the content of what is agreed to. As for socio-political legitimation, Lyotard’s discussion remains at the abstract level of science as a whole rather than at the level of the particular applications of sciences. Moreover his positive points can be accepted without taking on board any of his postmodernist account of science. Finally we argue that Lyotard’s account of paralogy, which is meant to provide a ‘postmodern’ style of justification, is a failure.Author Keywords: Lyotard; Postmodernism; Science; Knowledge; Legitimation; Philosophy of science. (shrink)

This paper surveys three controversial new directions in research about the nature of science and briefly summarizes both the intellectual and sociological impact of this work. A bibliographic introduction to the major literature is provided and some fruitful directions for future research are proposed. Philosophers of science are also exhorted to perform 'community service' by correcting misunderstandings of the methods of science fostered by these new approaches.

It is with some trepidation that I offer this critical review of Feyerabend's new book. I do not relish the prospect of getting involved in one of the nasty little fights Feyerabend picks with those who criticize his work. Nevertheless, Feyerabend's work cries out for critical attention. Of particular interest is the degree to which this new work deepens or enhances Feyerabend's earlier castigations of Reason. Fans of Feyerabend will be disappointed to learn that Feyerabend's philosophy is not deepened or (...) enhanced in any significant way, and that his responses to his critics are on the whole unconvincing. (shrink)

Foucault appears to challenge traditional views of truth, reason, and knowledge in the doctrine of power/knowledge developed in his post?1970 writings. This doctrine applies to all the sciences (and to non?scientific and non?discursive practices that are not discussed here). Foucault's notions of discourse (1) and power (3) are sufficiently discussed to set out his explanatory theory of the cause of our discourses and their change. In (4) three theses concerning the power/knowledge link are distinguished, of which the more important is (...) called the ?Primacy Thesis?, namely the causal priority of power over knowledge. Various formulations of this thesis are investigated, some of which are contrasted with Francis Bacon's more plausible account of the link between power and knowledge. In (5), six criticisms of the thesis are discussed. Foucault's notion of truth is explored on the way, more particularly in (6). The outcome of the discussion is that Foucault's doctrine of power/knowledge, apart from some insights for an empirically based sociological investigation into the causes of some of our scientific beliefs, is generally false; for philosophical theories of truth and knowledge it has nothing to say. In fact if Foucault is to be a critic of the beliefs which circulate as a result of power, he needs the traditional account of truth and knowledge. (shrink)

This paper re-examines Lyotard's notion of the postmodern condition in terms of its relevance and significance for education. The first section of the paper examines the Wittgensteinian role that Lyotard ascribes to philosophy in the postmodern condition. The second section, following Lyotard's discursive turn, locates the problem of the legitimation of education and knowledge in relation to capitalism. The final section provides a review of both Lyotard's responses to his critics and his reappraisal of his own work.