This review paper provides a detailed overview and critical analysis of the philosophical literature on the Rietdijk–Putnam–Maxwell argument for the four-dimensionality of the world. After briefly introducing the debate on the dimensionality of the world, I present the arguments by Rietdijk, Putnam and Maxwell, and highlight the differences between them. I subsequently raise a total of eleven objections against the Rietdijk–Putnam–Maxwell argument, and conclude that its validity is underdetermined by the formalism of special relativity.

The aim of this doctoral dissertation is to closely explore the nature of Einstein’s block universe and to tease out its implications for the nature of time and human freedom. Four questions, in particular, are central to this dissertation, and set out the four dimensions of this philosophical investigation: (1) Does the block universe view of time follow inevitably from the theory of special relativity? (2) Is there room for the passage of time in the block universe? (3) Can we (...) distinguish past from future in the block universe? (4) Is there room for human freedom in the block universe? Although the answer of most philosophers would be yes, triple no, my own answer, controversially, is no, triple yes. -/- I thereby challenge the status quo with respect to each of these metaphysical questions, and argue that none of these questions can be answered from looking at physics alone. Physics may constrain our metaphysics, but it certainly does not settle it. What is needed in order to answer these questions, are additional metaphysical assumptions that fall outside the scope of modern physics. My primary goal in this dissertation, therefore, is not to settle the debates on the nature of time and human freedom, but to clarify them by expliciting the metaphysical assumptions that are otherwise left implicit. (shrink)

The debate on the conventionality of simultaneity and the debate on the dimensionality of the world have been central in the philosophy of special relativity. The link between both debates however has rarely been explored. The purpose of this paper is to gauge what implications the former debate has for the latter. I show the situation to be much more subtle than was previously argued, and explain how the ontic versus epistemic distinction in the former debate impacts the latter. Despite (...) claims to the contrary, I conclude that special relativity leaves the debate on the dimensionality of the world underdetermined. (shrink)

There is a need to bring about a revolution in the philosophy of science, interpreted to be both the academic discipline, and the official view of the aims and methods of science upheld by the scientific community. At present both are dominated by the view that in science theories are chosen on the basis of empirical considerations alone, nothing being permanently accepted as a part of scientific knowledge independently of evidence. Biasing choice of theory in the direction of simplicity, unity (...) or explanatory power does not permanently commit science to the thesis that nature is simple or unified. This current ‘paradigm’ is, I argue, untenable. We need a new paradigm, which acknowledges that science makes a hierarchy of metaphysical assumptions concerning the comprehensibility and knowability of the universe, theories being chosen partly on the basis of compatibility with these assumptions. Eleven arguments are given for favouring this new ‘paradigm’ over the current one. (shrink)

Are we perhaps in the "matrix", or anyway, victims of perfect and permanent computer simulation? No. The most convincing—and shortest—version of Putnam's argument against the possibility of our eternal envattment is due to Crispin Wright (1994). It avoids most of the misunderstandings that have been elicited by Putnam's original presentation of the argument in "Reason, Truth and History" (1981). But it is still open to the charge of question-begging. True enough, the premisses of the argument (disquotation and (...) externalism) can be formulated and defended without presupposing external objects whose existence appears doubtful in the light of the very skeptical scenario which Putnam wants to repudiate. However, the argument is only valid if we add an extra premiss as to the existence of some external objects. In order to avoid circularity, we should run the argument with external objects which must exist even if we are brains in a vat, e.g. with computers rather than with trees. As long as the skeptic is engaged in a discussion of the brain-in-a-vat scenario, she should neither deny the existence of computers nor the existence of causal relations; for if she does, she is in fact denying that we are brains in a vat. (shrink)

In this paper, I discuss how Newton’s inductive argument of the Principia can be defended against criticisms levelled against it by Duhem, Popper and myself. I argue that Duhem’s and Popper’s criticisms can be countered, but mine cannot. It requires that we reconsider, not just Newton’s inductive argument in the Principia, but also the nature of science more generally. The methods of science, whether conceived along inductivist or hypothetico-deductivist lines, make implicit metaphysical presuppositions which rigour requires we make (...) explicit within science so that they can be critically assessed, alternatives being developed and assessed, in the hope that they can be improved. Despite claiming to derive his law of gravitation by induction from phenomena without resource to hypotheses, Newton does nevertheless acknowledge in the Principia that his rules of reasoning make metaphysical presuppositions. To this extent, Newton has a more enlightened view of scientific method than most 20th and 21st century scientists and historians and philosophers of science. (shrink)

In 1984 the author published From Knowledge to Wisdom, a book that argued that a revolution in academia is urgently needed, so that problems of living, including global problems, are put at the heart of the enterprise, and the basic aim becomes to seek and promote wisdom, and not just acquire knowledge. Every discipline and aspect of academia needs to change, and the whole way in which academia is related to the rest of the social world. Universities devoted to the (...) pursuit of knowledge and technological know-how betray reason and, as a result, betray humanity. As a result of becoming more intellectually rigorous, academic inquiry becomes of far greater benefit to humanity. If the revolution argued for all those years ago had been taken up and put into academic practice, we might now live in a much more hopeful world than the one that confronts us. Humanity might have begun to learn how to solve global problems; the Amazon rain forests might not face destruction; we might not be faced with mass extinction of species; Brexit might not have been voted for in the UK in 2016, and Trump might not have been elected President in the USA. An account is given of work published by the author during the years 1972 to 2021 that expounds and develops the argument. The conclusion is that we urgently need to create a high-profile campaign devoted to transforming universities in the way required so that humanity may learn how to make social progress towards a better, wiser, more civilized, enlightened world. (shrink)

"Understanding Scientific Progress constitutes a potentially enormous and revolutionary advancement in philosophy of science. It deserves to be read and studied by everyone with any interest in or connection with physics or the theory of science. Maxwell cites the work of Hume, Kant, J.S. Mill, Ludwig Bolzmann, Pierre Duhem, Einstein, Henri Poincaré, C.S. Peirce, Whitehead, Russell, Carnap, A.J. Ayer, Karl Popper, Thomas Kuhn, Imre Lakatos, Paul Feyerabend, Nelson Goodman, Bas van Fraassen, and numerous others. He lauds Popper for advancing beyond (...) verificationism and Hume’s problem of induction, but faults both Kuhn and Popper for being unable to show that and how their work could lead nearer to the truth." —Dr. LLOYD EBY teaches philosophy at The George Washington University and The Catholic University of America, in Washington, DC "Maxwell's aim-oriented empiricism is in my opinion a very significant contribution to the philosophy of science. I hope that it will be widely discussed and debated." – ALAN SOKAL, Professor of Physics, New York University "Maxwell takes up the philosophical challenge of how natural science makes progress and provides a superb treatment of the problem in terms of the contrast between traditional conceptions and his own scientifically-informed theory—aim-oriented empiricism. This clear and rigorously-argued work deserves the attention of scientists and philosophers alike, especially those who believe that it is the accumulation of knowledge and technology that answers the question."—LEEMON McHENRY, California State University, Northridge "Maxwell has distilled the finest essence of the scientific enterprise. Science is about making the world a better place. Sometimes science loses its way. The future depends on scientists doing the right things for the right reasons. Maxwell's Aim-Oriented Empiricism is a map to put science back on the right track."—TIMOTHY McGETTIGAN, Professor of Sociology, Colorado State University - Pueblo "Maxwell has a great deal to offer with these important ideas, and deserves to be much more widely recognised than he is. Readers with a background in philosophy of science will appreciate the rigour and thoroughness of his argument, while more general readers will find his aim-oriented rationality a promising way forward in terms of a future sustainable and wise social order."—David Lorimer, Paradigm Explorer, 2017/2 "This is a book about the very core problems of the philosophy of science. The idea of replacing Standard Empiricism with Aim-Oriented Empiricism is understood by Maxwell as the key to the solution of these central problems. Maxwell handles his main tool masterfully, producing a fascinating and important reading to his colleagues in the field. However, Nicholas Maxwell is much more than just a philosopher of science. In the closing part of the book he lets the reader know about his deep concern and possible solutions of the biggest problems humanity is facing."—Professor PEETER MŰŰREPP, Tallinn University of Technology, Estonia “For many years, Maxwell has been arguing that fundamental philosophical problems about scientific progress, especially the problem of induction, cannot be solved granted standard empiricism (SE), a doctrine which, he thinks, most scientists and philosophers of science take for granted. A key tenet of SE is that no permanent thesis about the world can be accepted as a part of scientific knowledge independent of evidence. For a number of reasons, Maxwell argues, we need to adopt a rather different conception of science which he calls aim-oriented empiricism (AOE). This holds that we need to construe physics as accepting, as a part of theoretical scientific knowledge, a hierarchy of metaphysical theses about the comprehensibility and knowability of the universe, which become increasingly insubstantial as we go up the hierarchy. In his book “Understanding Scientific Progress: Aim-Oriented Empiricism”, Maxwell gives a concise and excellent illustration of this view and the arguments supporting it… Maxwell’s book is a potentially important contribution to our understanding of scientific progress and philosophy of science more generally. Maybe it is the time for scientists and philosophers to acknowledge that science has to make metaphysical assumptions concerning the knowability and comprehensibility of the universe. Fundamental philosophical problems about scientific progress, which cannot be solved granted SE, may be solved granted AOE.” Professor SHAN GAO, Shanxi University, China . (shrink)

In this paper I expound an argument which seems to establish that probabilism and special relativity are incompatible. I examine the argument critically, and consider its implications for interpretative problems of quantum theory, and for theoretical physics as a whole.

For over 30 years I have argued that we need to construe science as accepting a metaphysical proposition concerning the comprehensibility of the universe. In a recent paper, Fred Muller criticizes this argument, and its implication that Bas van Fraassen’s constructive empiricism is untenable. In the present paper I argue that Muller’s criticisms are not valid. The issue is of some importance, for my argument that science accepts a metaphysical proposition is the first step in a broader (...) class='Hi'>argument intended to demonstrate that we need to bring about a revolution in science, and ultimately in academic inquiry as a whole so that the basic aim becomes wisdom and not just knowledge. (shrink)

The central thesis of this book is that we need to reform philosophy and join it to science to recreate a modern version of natural philosophy; we need to do this in the interests of rigour, intellectual honesty, and so that science may serve the best interests of humanity. Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: (...) to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound discoveries were made, indeed one should say unprecedented discoveries. It was a time of quite astonishing intellectual excitement and achievement. And then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education. And it does not stop there. For, as I show in the final chapter, resurrected natural philosophy has dramatic, indeed revolutionary methodological implications for social science and the humanities, indeed for the whole academic enterprise. It means academic inquiry needs to be reorganized so that it comes to take, as its basic task, to seek and promote wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge, technological know-how and understanding, but much else besides. The outcome is institutions of learning rationally designed and devoted to helping us tackle our immense global problems in increasingly cooperatively rational ways, thus helping us make progress towards a good world – or at least as good a world as possible. (shrink)

Over 40 years ago, I put forward a new philosophy of science based on the argument that physics, in only ever accepting unified theories, thereby makes a substantial metaphysical presupposition about the universe, to the effect it possesses an underlying unity. I argued that a new conception of scientific method is required to subject this problematic presupposition to critical attention so that it may be improved as science proceeds. This view has implications for the study of the metaphysics of (...) science. The view has however been ignored by recent contributions to the field. I indicate broader implications of the view, and consider reasons why the view has been neglected. (shrink)

We are in a state of impending crisis. And the fault lies in part with academia. For two centuries or so, academia has been devoted to the pursuit of knowledge and technological know-how. This has enormously increased our power to act which has, in turn, brought us both all the great benefits of the modern world and the crises we now face. Modern science and technology have made possible modern industry and agriculture, the explosive growth of the world’s population, global (...) warming, modern armaments and the lethal character of modern warfare, destruction of natural habitats and rapid extinction of species, immense inequalities of wealth and power across the globe, pollution of earth, sea and air, even the aids epidemic (aids being spread by modern travel). All these global problems have arisen because some of us have acquired unprecedented powers to act without acquiring the capacity to act wisely. We urgently need to bring about a revolution in universities so that the basic intellectual aim becomes, not knowledge merely, but rather wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge and technological know-how, but much else besides. This is an argument I have propounded during the last three decades in six books, over thirty papers, and countless lectures delivered in universities and conferences all over the UK, Europe and north America. Despite all this effort, the argument has, by and large, been ignored. What is really surprising is that philosophers have paid no attention, despite the fact that that this body of work claims to solve the profoundly important philosophical problem: What kind of inquiry best helps us make progress towards as good a world as possible? There are, nevertheless, indications that some scientists and university administrators are beginning to become aware of the urgent need for science, and universities, to change. This is prompted, partly by growing awareness of the seriousness of environmental problems, especially global warming, and partly by a concern to improve the relationship between science and the public. So far, however, these changes have been small-scale, scattered and piecemeal. What we require is for academics and non-academics alike to wake up to the urgent need for change so that we may come to possess what we so strikingly and disastrously lack at present: a kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and institutions (...) of learning rationally devoted to helping us learn how to make progress towards a wiser, more civilized world. On our fragile earth, overcrowded, fraught with injustice, inequality and conflict, menaced by unprecedented and terrifying technological and industrial means for change and destruction, we urgently need to acquire a little more wisdom and civilization if we are to avoid repeating horrors of the kind suffered by so many during the 20th century (and already suffered by many in the first few years of the 21st century). We can ill afford to have in our hands instruments of learning botched and bungled from the standpoint of helping us learn how to live more wisely. It may seem scarcely credible that something as important as our institutions of learning can suffer from wholesale, structural defects. Why has this not been noticed before? Why have not armies of scientists and scholars appreciated the point and, long ago, put the matter right? The answer will emerge as my argument unfolds. I will show that one of the most damaging features of rationalistic neurosis is that it has built-in methodological and institutional mechanisms which effectively conceal that anything is wrong. But there is also an immediately obvious reason: specialization, and the resulting fragmentation of academia, has resulted in a situation in which hardly anyone takes responsibility for the overall ideals, the overall aims and methods, of academic inquiry. Academics, these days, are specialists, furiously trying to keep abreast of developments in their own specialist fields. They have no time, and no inducement, to lift their eyes from their particular disciplines, and look at the whole endeavour. Science has long been under attack, at least since the Romantic movement. Blake objected to “Single vision & Newton’s sleep” and declared that “Art is the Tree of Life... Science is the Tree of Death”. Keats lamented that science will “clip an Angel’s wings” and “unweave a rainbow”. Whereas the Enlightenment had valued science and reason as tools for the liberation of humanity, Romanticism found science and reason oppressive and destructive, and instead valued art, imagination, inspiration, individual genius, emotional and motivational honesty rather than careful attention to objective fact. Much subsequent opposition to science stems from, or echoes, the Romantic opposition of Blake, Wordsworth, Keats and many others. There is the movement Isaiah Berlin has described as the “Counter-Enlightenment” (Berlin, 1979, ch. 1). There is existentialism, with its denunciation of the tyranny of reason, its passionate affirmation of the value and centrality of irrationality in human life, from Dostoevsky, Kierkegaard and Nietzsche to Heidegger and Sartre (see, for example, Barrett, 1962). There is the attack on Enlightenment ideals concerning science and reason undertaken by the Frankfurt school, by postmodernists and others, from Horkheimer and Adorno to Lyotard, Foucault, Habermas, Derrida, MacIntyre and Rorty (see Gascardi, 1999). The soul-destroying consequences of valuing science and reason too highly is a persistent theme in literature: it is to be found in the works of writers such as D.H. Lawrence, Doris Lessing, Max Frisch, Y. Zamyatin. There is persistent opposition to modern science and technology, and to scientific rationality, often associated with the Romantic wing of the green movement, and given expression in such popular books as Marcuse’s One Dimensional Man, Roszak’s Where the Wasteland Ends, Berman’s The Reenchantment of the World and Appleyard’s Understanding the Present. There is the feminist critique of science and conceptions of science: see, for example, Fox Keller (1984) and Harding (1986). And there are the corrosive implications of the so-called “strong programme” in the sociology of knowledge, and of the work of social constructivist historians of science, which depict scientific knowledge as a belief system alongside many other such conflicting systems, having no more right to claim to constitute knowledge of the truth than these rivals, the scientific view of the world being no more than an elaborate myth, a social construct (see Barnes and Bloor, 1981; Bloor, 1991; Barnes, Bloor and Henry, 1996; Shapin and Schaffer, 1985; Shapin, 1994; Pickering, 1984; Latour, 1987). This latter literature has provoked a counter-attack by scientists, historians and philosophers of science seeking to defend science and traditional conceptions of scientific rationality: see Gross and Levitt (1994), Gross, Levitt and Lewis (1996), and Koertge (1998). This debate between critics and defenders of science came abruptly to public attention with the publication of Alan Sokal’s brilliant hoax article ‘Transgressing the boundaries’ in a special issue of the cultural studies journal Social Text in 1996 entitled Science Wars: see Sokal and Bricmont (1998). What does this book have to contribute, given the above avalanche of criticism of science? The criticisms of science developed in this book are diametrically opposed to the above, in so far as the above criticisms oppose scientific rationality, seek to diminish or restrict its influence, or hold that it is unattainable. My central point is that we suffer, not from too much scientific rationality, but from not enough. What is generally taken to constitute scientific rationality is actually nothing of the kind. It is rationalistic neurosis, a characteristic, influential and damaging kind of irrationality masquerading as rationality. Science is damaged by being trapped within a widely upheld but severely defective philosophy of science; free science from this defective philosophy, provide it with a more intellectually rigorous philosophy, and it will flourish in both intellectual and humanitarian terms. And more generally, as we shall see, academic inquiry as a whole is damaged by being trapped within an intellectually defective philosophy of inquiry; free it from this defective philosophy, from its rationalistic neurosis, and it will flourish in intellectual and human terms. It is not reason that is damaging, but defective pretensions to reason — rationalistic neurosis —masquerading as reason. Thus what I seek to do here is the exact opposite of what all those who oppose science and scientific rationality do. I shall argue that Reason, the authentic article, arrived at by generalizing the progress-achieving methods of science, can have profoundly liberating and enriching consequences for all worthwhile, problematic aspects of life, and thus deserves to enter into every aspect of life. The bare bones of the argument of this book can be stated quite simply like this. Science cannot proceed without making the substantial metaphysical assumption that the universe is physically comprehensible (to some extent at least). But this conflicts with the orthodox view that in science everything is assessed impartially with respect to evidence, nothing being permanently assumed independently of evidence. So the metaphysical assumption of comprehensibility is repressed. Science pretends that no such assumption is made. But this damages science. For the assumption is substantial, influential and highly problematic. It needs to be made explicit within science so that it can be critically scrutinized, so that alternatives can be developed and considered. Pretending the assumption is not being made undermines the intellectual rigour of science, its intellectual value and success. And it does not stop there. For science also makes value assumptions. Quite properly, science is concerned to discover that which is of value. New factual knowledge devoid of all value (whether intellectual or practical) does not contribute to science. But the orthodox view of science holds that values have no place within science. As in the case of metaphysics, here too, science pretends that values have no role to play within the intellectual domain of science. And this damages science. For values are, if anything, even more influential and problematic than metaphysics (in influencing the direction of research). Here too, values need to be made explicit within science so that they can be scrutinized, so that alternatives can be developed and assessed. Pretending that values play no role within the intellectual domain damages science; both the intellectual and the practical aspects of science are adversely affected. Science fails to pursue those avenues of research that lie in the best interests of humanity. And it goes further. Science is pursued in a social, cultural, economic and political context. It is a part of various social, economic and political projects which seek to achieve diverse human objectives. But the idea that science is an integral part of humanitarian or political enterprises with political ends clashes, once again, with the official view of science that the aim of science is to improve factual knowledge. The political objectives of science are repressed. And, once again, this damages science. For, of course, the political objectives of science, like all our political objectives, are profoundly problematic. These need to be made explicit so that they can be scrutinized, so that alternatives can be developed and considered. The pretence that science does not have this political dimension once again undermines the intellectual rigour of science, and its human value. It lays science open to becoming a part of economic, corporate and political enterprises that are not in the best interests of humanity. The upshot of the line of argument just indicated is that we need to bring about a revolution in the aims and methods of science, and of academic inquiry more generally. Natural science needs to change; its relationship with the rest of academic inquiry, with social inquiry and the humanities, needs to change; and most importantly and dramatically, academic inquiry as a whole needs to change. The basic task of the academic enterprise needs to become to help humanity learn how to tackle its problems of living in more cooperatively rational ways than at present. We need to put the intellectual tasks of articulating our problems of living, and proposing and critically assessing possible solutions, possible and actual actions, at the heart of academic inquiry. The basic task needs to be to help humanity learn a bit more wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom including knowledge and technological know-how, but much else besides. Natural science, despite its flaws, has massively increased our knowledge and technological know-how. This in turn has led to a massive and sometimes terrifying increase in our power to act. Often this unprecedented power to act is used for human good, as in medicine or agriculture. But it is also used to cause harm, whether unintentionally (initially at least) as when industrialization and modern agriculture lead to global warming, destruction of natural habitats and rapid extinction of species, or intentionally, as when the technology of war is used by governments and terrorists to maim and kill. Before the advent of modern science, when we lacked the means to do too much damage to ourselves and the planet, lack of wisdom did not matter too much. Now, with our unprecedented powers to act, bequeathed to us by science, lack of wisdom has become a menace. This is the crisis behind all the other current global crises: science without wisdom. In these circumstances, to continue to pursue knowledge and technological know-how dissociated from a more fundamental quest for wisdom can only deepen the crisis. As a matter of urgency, we need to free science and academia of their neuroses; we need to bring about a revolution in the academic enterprise so that the basic aim becomes to promote wisdom by intellectual and educational means. At present science and the humanities betray both reason and humanity. The argument of this book, which I have just summarized, begins with a discussion of the philosophical and methodological problems that beset theoretical physics. At once, many of those who are concerned about moral, political and environmental issues that plague our world today, will feel impatient. What have the methodological problems of theoretical physics to do with third world poverty, war and the threat of war, pollution, extinction of species, the menace of conventional, chemical, biological and nuclear armaments? I can only plead with such a reader: patience. The root cause of the sickness of our times does indeed lie, I claim, with a methodological sickness of natural science or, even more specifically, of physical science. What makes the modern world so utterly different from all previous ages is our possession of modern science and technology. This is the instrument that has changed the conditions of human life almost beyond all recognition, and put unprecedented, and sometimes terrifying, powers into our hands. One should not dismiss out of hand the suggestion that a part of our problem may lie with this instrument, this engine, of rapid change. We see, here, too, the way in which intellectual specialization, referred to above, has effectively concealed from view the nature and extent of the problem that confronts us. The argument that I shall develop in what follows begins with physics, with problems concerning the aims and methods of physics. But it then leaps to social science, to philosophy, to the humanities, to education, to psychotherapy, and to politics: in the end there is scarcely an aspect of modern life that is not touched and, potentially, affected by the argument. How many academic experts are prepared to follow, to take seriously, an argument that ranges so recklessly across such a wide range of academic disciplines? How many non-academic non-experts? But just this is what the argument and message of this book requires. I hope that the reader will endure with patience the somewhat esoteric discussion concerning the aims and methods of physics pursued in chapter one. This may not seem to have anything much to do with the urgent problems of our times, but it does. This is in part how the intellectual disaster I seek to expose in this book conceals itself from view: it buries itself in the obscure, recondite field of the philosophy of physics. Those who devote their lives to the philosophy of physics are, by and large, too myopic to see how their specialized field of study has anything to do with the great and dreadful humanitarian problems and disasters of our age; and those who are above all concerned with these humanitarian disasters have no time at all for abstruse issues concerning the aims and methods of physics. And so the connection is never made. As it happens, the methodological neurosis of physics, with which we begin in chapter one, is actually a quite simple matter to grasp. It does not require any real knowledge of physics to understand. Indeed, physicists and philosophers of physics are much more likely to find the argument difficult to follow than are non-experts. We non-scientists can stand back and see the whole wood; scientists, trained to think in terms of the current orthodox conception of science, trapped in the thickets of research, will find this much harder to do. In an attempt to take this peculiar circumstance into account, I have arranged the exposition as follows. In chapter one I give a simple exposition of the case for declaring natural science to suffer from what I call "rationalistic neurosis"; this avoids all technicalities, and goes straight to the heart of the matter. In the appendix I tackle a host of more technical objections that may be made to the elementary argument of chapter one. So, those experts in the fields of the philosophy of physics and philosophy of science who find the argument of chapter one naïve and unconvincing, should consult the appendix before tossing the book away in disgust. I write in the hope that there will be a few who will not dismiss out of hand the suggestion that the question of how we are to go about learning how to live in wiser and more civilized ways might have something to learn from scientific learning, and will take the trouble to pursue the line of argument traced out in this book. I write in the hope that these few will grasp just how desperate our situation is, how urgent the need to change the status quo, and will do everything in their power to alert others to the need to heal the methodological sickness from which our institutions and traditions of learning at present suffer. To begin with, we need a campaigning organization, modelled perhaps on "Friends of the Earth", which might be called something like "Friends of Wisdom". (shrink)

It is usually taken for granted that orthodox quantum theory poses a serious problem for scientific realism, in that the theory is empirically extraordinarily successful, and yet has instrumentalism built into it. This paper stand this view on its head. I argue that orthodox quantum theory suffers from a number of serious (if not always noticed) defects precisely because of its inbuilt instrumentalism. This defective character of orthdoox quantum theory thus undermines instrumentalism, and supports scientific realism. I go on to (...) consider whether there is here the basis of a general argument against instrumentalism. (shrink)

What ought to be the aims of science? How can science best serve humanity? What would an ideal science be like, a science that is sensitively and humanely responsive to the needs, problems and aspirations of people? How ought the institutional enterprise of science to be related to the rest of society? What ought to be the relationship between science and art, thought and feeling, reason and desire, mind and heart? Should the social sciences model themselves on the natural sciences: (...) or ought they to take a different form if they are to serve the interests of humanity objectively, sensitively and rigorously? Might it be possible to get into human life, into art, education, politics, industry, international affairs, and other domains of human activity, the same kind of progressive success that is found so strikingly, on the intellectual level, within science? These are some of the questions tackled by What’s Wrong With Science? But the book is no abstruse treatise on the philosophy of science. Most of it takes the form of a passionate debate between a Scientist and a Philosopher, a debate that is by turns humorous, ironical, bitter, dramatically explosive. Even as the argument explores the relationship between thought and feeling, reason and desire, the two main protagonists find it necessary to examine their own feelings and motivations. (shrink)

Most scientists would hold that science has not established that the cosmos is physically comprehensible – i.e. such that there is some as-yet undiscovered true physical theory of everything that is unified. This is an empirically untestable, or metaphysical thesis. It thus lies beyond the scope of science. Only when physics has formulated a testable unified theory of everything which has been amply corroborated empirically will science be in a position to declare that it has established that the cosmos is (...) physically comprehensible. But this argument presupposes a widely accepted but untenable conception of science which I shall call standard empiricism. According to standard empiricism, in science theories are accepted solely on the basis of evidence. Choice of theory may be influenced for a time by considerations of simplicity, unity, or explanatory capacity, but not in such a way that the universe itself is permanently assumed to be simple, unified or physically comprehensible. In science, no thesis about the universe can be accepted permanently as a part of scientific knowledge independently of evidence. Granted this view, it is clear that science cannot have established that the universe is physically comprehensible. Standard empiricism is, however, as I have indicated, untenable. Any fundamental physical theory, in order to be accepted as a part of theoretical scientific knowledge, must satisfy two criteria. It must be sufficiently empirically successful, and sufficiently unified. Given any accepted theory of physics, endlessly many empirically more successful disunified rivals can always be concocted – disunified because they assert that different dynamical laws govern the diverse phenomena to which the theory applies. These disunified rivals are not considered for a moment in physics, despite their greater empirical success. This persistent rejection of empirically more successful but disunified rival theories means, I argue, that a big, highly problematic, implicit assumption is made by science about the cosmos, to the effect, at least, that the cosmos is such that all seriously disunified theories are false. Once this point is recognized, it becomes clear, I argue, that we need a new conception of science which makes explicit, and so criticizable and improvable the big, influential, and problematic assumption that is at present implicit in physics in the persistent preference for unified theories. This conception of science, which I call aim-oriented empiricism, represents the assumption of physics in the form of a hierarchy of assumptions. As one goes up the hierarchy, the assumptions become less and less substantial, and more and more nearly such that their truth is required for science, or the pursuit of knowledge, to be possible at all. At each level, that assumption is accepted which best accords with the next one up, and has, associated with it the most empirically progressive research programme in physics, or holds out the greatest hope of leading to such an empirically progressive research programme. In this way a framework of relatively insubstantial, unproblematic, fixed assumptions and associated methods is created, high up in the hierarchy, within which much more substantial and problematic assumptions and associated methods, low down in the hierarchy, can be changed, and indeed improved, as scientific knowledge improves. One assumption in this hierarchy of assumptions, I argue, is that the cosmos is physically comprehensible – that is, such that some yet-to-be-discovered unified theory of everything is true. Hence the conclusion: improve our ideas about the nature of science and it becomes apparent that science has already established that the cosmos is physically comprehensible – in so far as science can ever establish anything theoretical. (shrink)

Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the (...) 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education, and for the entire academic endeavour, and its capacity to help us discover how to tackle more successfully our immense global problems. (shrink)

In this article I reply to comments made by Agustin Vicente and Giridhari Lal Pandit on Science and the Pursuit of Wisdom (McHenry 2009 ). I criticize analytic philosophy, go on to expound the argument for the need for a revolution in academic inquiry so that the basic aim becomes wisdom and not just knowledge, defend aim-oriented empiricism, outline my solution to the human world/physical universe problem, and defend the thesis that free will is compatible with physicalism.

In Part I (Philosophy of Science, Vol. 41 No.2, June, 1974) it was argued that in order to rebut Humean sceptical arguments, and thus show that it is possible for pure science to be rational, we need to reject standard empiricism and adopt in its stead aim oriented empiricism. Part II seeks to articulate in more detail a theory of rational scientific discovery within the general framework of aim oriented empiricism. It is argued that this theory (a) exhibits pure science (...) as a rational enterprise (b) enables us to resolve problems associated with the key notions of simplicity and intelligibility (c) has important implications both for philosophy of science and for scientific practice itself. (shrink)

For four decades it has been argued that we need to adopt a new conception of science called aim-oriented empiricism. This has far-reaching implications and repercussions for science, the philosophy of science, academic inquiry in general, conception of rationality, and how we go about attempting to make progress towards as good a world as possible. Despite these far-reaching repercussions, aim-oriented empiricism has so far received scant attention from philosophers of science. Here, sixteen objections to the validity of the argument (...) for aim-oriented empiricism are subjected to critical scrutiny. (shrink)

Bad philosophy is responsible for the climate and nature crises, and other global problems too that threaten our future. That sounds mad, but it is true. A philosophy of science, or of theatre or life is a view about what are, or ought to be, the aims and methods of science, theatre or life. It is in this entirely legitimate sense of “philosophy” that bad philosophy is responsible for the crises we face. First, and in a blatantly obvious way, those (...) institutions, organizations, corporations, businesses, endeavours, and activities of humanity that cause the crises and global problems we face, do so because of the aims they pursue (profit perhaps, or power, or heat and light for homes), and the methods adopted in pursuit of those aims – the philosophy in other words, built into the institution, organization, business, human activities, or whatever it may be. It is the philosophy of these institutions, organizations and activities that we need to change to put a stop to, or at least lessen the severity of, the crises we face, the global problems that confront us, above all the climate and nature crises. One institution has an especially crucial role in this respect: our universities. They are dominated in a multitude of ways by a particularly disastrous philosophy, a philosophy of inquiry which may be called knowledge-inquiry. This holds that the basic aim of the university is to acquire and apply knowledge. First, knowledge is to be acquired; once acquired, it can be applied to help solve social problems. But this philosophy of knowledge-inquiry is an intellectual disaster. As a result, universities are, in devastating and almost entirely unrecognized ways, humanitarian disasters too. Judged from the standpoint of helping to promote human welfare, the university shaped by the philosophy of knowledge-inquiry violates THREE of the four most elementary rules of rational problem solving conceivable in a wholesale, structural fashion, and it is this gross, wholesale, structural irrationality of the university, unnoticed by all but a few scientists and scholars, that is in part responsible for the creation of our grave global problems, and our current incapacity to learn how to solve them. The pursuit of knowledge, conducted in universities, within the framework of knowledge-inquiry over the decades and centuries, has produced much of great benefit to humanity. It has made the modern world possible. It has led to modern power production, modern industry and armaments, modern agriculture, modern hygiene and medicine, modern travel and communications, and the internet. But these very successes have also created many of our most serious current global problems: the climate crisis; the destruction of natural habitats, the catastrophic loss of wild life, and impending mass extinction of species (the nature crisis); the lethal character of modern war; the impact on the natural world of the rapid growth of the human population; the menace posed by nuclear weapons; pollution of earth, sea and air; threats to democracy caused in part by the internet and social media. All these grave global problems have been made possible by modern science and technology, pursued largely in universities within the framework of knowledge-inquiry. Nevertheless, it is not science and technology as such that are the problem, but science pursued in a way that is dissociated from a more fundamental task of the university to help humanity resolve conflicts and problems of living in increasingly cooperatively rational ways, so that progress may be made to a better world. Science and technology, pursued within the framework of knowledge-inquiry, create for some of us the power to act, but not the power to act wisely – not the power to learn how to resolve conflicts and problems of living in increasingly cooperatively rational ways. For that, we need our institutions of learning, above all our universities, to take as their primary task to help humanity learn how to do it. In order to do that, the philosophy of inquiry put into practice by universities needs to be dramatically transformed. We urgently need to bring about a revolution in the overall aims and methods of academic inquiry – a revolution in the philosophy of the university, all around the world, wherever possible, so that the basic aim becomes to seek and promote wisdom, construed to be the capacity, active endeavour, and perhaps desire, to realize what is of value in life, for oneself and others, wisdom in this sense including knowledge, understanding and technological know-how, but much else besides, methods being dramatically modified too so as to help achieve the new academic aim. The basic task of the university would be, not to solve problems of knowledge, but rather to help people in the social world beyond the university to resolve conflicts and problems of living so that what is of value in life may be realized by everyone, insofar as that is possible. The pursuit of knowledge would be vital, but not intellectually fundamental. The intellectual and institutional revolution we so urgently need in our universities would affect every discipline and aspect of the university; it would dramatically affect both research and education, and the whole way the university is related to the rest of the social world. The revolution, from knowledge-inquiry to wisdom-inquiry would dramatically enhance the intellectual integrity and rationality of natural science, social inquiry, the humanities and technology, the character of these disciplines and the relationships they have with one another. University education throughout the university would be dramatically improved. And academic inquiry as a whole would do what, on the whole, it fails to do at present: it would help humanity resolve conflicts and problems of living in increasingly cooperatively rational and, as a result, increasingly successful ways, progress at last being made to a genuinely good, civilized world – a world in which there is peace, justice, liberal democracy, individual freedom, education, reasonable equality, sustainable prosperity and worthwhile opportunities in life, all of these for everyone, insofar as this is possible. Why, it may be asked, has academic philosophy not noticed that we urgently need to transform the current bad philosophy of inquiry of knowledge-inquiry into the far more intellectually rigorous and humanly valuable philosophy of wisdom-inquiry, so that we can begin to do what so far we have failed to do so lamentably: learn how to avoid impending disasters, and even make progress to a better world, something that seems at present almost unthinkable given the horrors of war, poverty, political enslavement of the 20th century, and the horrors of this century so far too? The answer is that academic philosophy is in a particularly pitiful state, as philosophers themselves, are just beginning to realize and lament. That is why academic philosophers are blind to the intellectual and humanitarian disaster of the bad philosophy that dominates universities today, and inconceivable to them to them that they might have, as a disciplinary task, to ensure academic inquiry implements a good philosophy of inquiry, and advocate and argue for change if it does not. Once upon a time, in Europe at least, philosophy was an intellectual power in the world. In the 17th century it created modern science which massively increased and improved our knowledge and understanding of the world, which in turn led to the Enlightenment, the industrial revolution, and the modern world. Philosophy was once so intellectually powerful and influential that it changed the course of history. But philosophy also made in the past three disastrous intellectual blunders: the post-Cartesian blunder, the post-Newtonian blunder, and the Enlightenment blunder. Never acknowledged and corrected by subsequent philosophy right down to the present, these unrecognized intellectual blunders rendered academic philosophy the esoteric, pathetic, and powerless discipline it is today, so that throughout the last century and, so far, throughout this one, academic philosophy has remained blind to the intellectual disaster of knowledge-inquiry, and thus failed entirely to take up its proper disciplinary task of warning fellow academics of the structural irrationality of the philosophy that prevails in the university, and of proposing what steps need to be taken to put things right. Instead of performing such an urgently needed philosophical task, so-called analytic philosophy was reduced to analysing the meaning of words. Since then, there has been hardly any discernible improvement, even if analysis of concepts no longer dominates the scene. Bad academic philosophy is indeed responsible for intellectual and humanitarian failures of the university. What the three past intellectual blunders of philosophy are, why their persistence so dramatically reduces academic philosophy to a triviality, and why, furthermore, this results in the failure of scientists and scholars to see what is so blatantly bad about the philosophy prevailing in universities around the world – the failure to see what so urgently needs to be done to put right what has been wrong for so long: all this is made clear in this book. A new kind of philosophy emerges during the course of the argument, critical fundamentalism, which has as its task to keep alive imaginative and critical – that is rational – thinking about our fundamental problem: How can our human world, the world we experience and live in – the world of living things, people, consciousness, free will, meaning and value – how can all of this exist and best flourish embedded as it is in the physical universe? That problem encompasses all others of life, science and thought. Critical fundamentalism tries to improve answers to aspects of this problem; but it also seeks to encourage everyone to think about the problem, from time to time, and think about how it interacts, in both directions, with more urgent particular and specialized problems of life and thought. Critical fundamentalism sets out to help improve bad philosophy wherever it is to be found: in social, political, commercial, legal, financial, and international life; and especially in academia, in institutions of learning, so that they become devoted to enhancing the capacity of people to learn how to achieve what is of genuine value in this brief life of a few decades if we are fortunate. Critical fundamentalism does everything it can to bring about the revolution in our universities we so urgently need. If taken up by mainstream philosophy, it might really have an impact, and begin to transform universities for the better, in both intellectual and humanitarian terms, and thus, enable humanity to learn how, after the grim failures and horrors of the last century and this one, to make progress to a better world. -/- . (shrink)

Most scientists would hold that science has not established that the cosmos is physically comprehensible – i.e. such that there is some as-yet undiscovered true physical theory of everything that is unified. This is an empirically untestable, or metaphysical thesis. It thus lies beyond the scope of science. Only when physics has formulated a testable unified theory of everything which has been amply corroborated empirically will science be in a position to declare that it has established that the cosmos is (...) physically comprehensible. But this argument presupposes a widely accepted but untenable conception of science which I shall call standard empiricism. According to standard empiricism, in science theories are accepted solely on the basis of evidence. Choice of theory may be influenced for a time by considerations of simplicity, unity, or explanatory capacity, but not in such a way that the universe itself is permanently assumed to be simple, unified or physically comprehensible. In science, no thesis about the universe can be accepted permanently as a part of scientific knowledge independently of evidence. Granted this view, it is clear that science cannot have established that the universe is physically comprehensible. Standard empiricism is, however, as I have indicated, untenable. Any fundamental physical theory, in order to be accepted as a part of theoretical scientific knowledge, must satisfy two criteria. It must be (1) sufficiently empirically successful, and (2) sufficiently unified. Given any accepted theory of physics, endlessly many empirically more successful disunified rivals can always be concocted – disunified because they assert that different dynamical laws govern the diverse phenomena to which the theory applies. These disunified rivals are not considered for a moment in physics, despite their greater empirical success. This persistent rejection of empirically more successful but disunified rival theories means, I argue, that a big, highly problematic, implicit assumption is made by science about the cosmos, to the effect, at least, that the cosmos is such that all seriously disunified theories are false. Once this point is recognized, it becomes clear, I argue, that we need a new conception of science which makes explicit, and so criticizable and improvable the big, influential, and problematic assumption that is at present implicit in physics in the persistent preference for unified theories. This conception of science, which I call aim-oriented empiricism, represents the assumption of physics in the form of a hierarchy of assumptions. As one goes up the hierarchy, the assumptions become less and less substantial, and more and more nearly such that their truth is required for science, or the pursuit of knowledge, to be possible at all. At each level, that assumption is accepted which (a) best accords with the next one up, and (b) has, associated with it the most empirically progressive research programme in physics, or holds out the greatest hope of leading to such an empirically progressive research programme. In this way a framework of relatively insubstantial, unproblematic, fixed assumptions and associated methods is created, high up in the hierarchy, within which much more substantial and problematic assumptions and associated methods, low down in the hierarchy, can be changed, and indeed improved, as scientific knowledge improves. One assumption in this hierarchy of assumptions, I argue, is that the cosmos is physically comprehensible – that is, such that some yet-to-be-discovered unified theory of everything is true. Hence the conclusion: improve our ideas about the nature of science and it becomes apparent that science has already established that the cosmos is physically comprehensible – in so far as science can ever establish anything theoretical. (shrink)

The following document is a very brief summary of a thesis and argument that I have devoted the last 30 years of my life to trying to get across to my fellow human beings. It was first spelled out in What’s Wrong With Science? (Bran’s Head Books, 1976) and subsequently in From Knowledge to Wisdom (Blackwell, 1984), Is Science Neurotic? (Imperial College Press, 2004) and numerous articles. Three years ago an international group was formed, called Friends of Wisdom, which (...) seeks to get across to academics and the public the compelling arguments and urgent need to transform academic inquiry so that its basic aim becomes to seek and promote wisdom. The document below is taken from the website of Friends of Wisdom. It is the mission statement of Friends of Wisdom. You are invited to join. (shrink)

Wars and crises worldwide force millions of people to flee and seek refuge, often outside their countries of origin. What moral responsibilities do states have towards refugees? In this Ethical Annotation, Dr Jos Philips and his co-authors zoom in on the responsibilities of EU countries. They consider arguments in favour of and against admitting refugees and argue that EU countries must do at least at much as they can do at little cost, and perhaps even more.

This article consists of my replies to criticisms of and comments on a talk I gave at the Polish Academy of Sciences, Warsaw, Poland, in 2011. My original talk was called "The Menace of Science without Civilization: From Knowledge to Wisdom": for the text. In my talk I argued that our extraordinarily successful pursuit of scientific knowledge and technology has vastly increased our power to act, without increasing our power to act wisely. This puts us into a situation of unprecedented (...) danger, and is the root cause of almost all our current global problems, from climate change, population growth, to the lethal character of modern war. We urgently need to bring about a revolution in academic inquiry so that we may have what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a better world. Five authors criticized my thesis. Unfortunately, they mostly misunderstood the nature of my thesis and argument, as I point out in the present article. (shrink)

In evolutionary biology, niche construction is sometimes described as a genuine evolutionary process whereby organisms, through their activities and regulatory mechanisms, modify their environment such as to steer their own evolutionary trajectory, and that of other species. There is ongoing debate, however, on the extent to which niche construction ought to be considered a bona fide evolutionary force, on a par with natural selection. Recent formulations of the variational free-energy principle as applied to the life sciences describe the properties of (...) living systems, and their selection in evolution, in terms of variational inference. We argue that niche construction can be described using a variational approach. We propose new arguments to support the niche construction perspective, and to extend the variational approach to niche construction to current perspectives in various scientific fields. (shrink)

In this paper I demolish three influential arguments - moral, metaphysical and epistemological - against value realism. We have good reasons to believe, and no good reasons not to believe, that value-features, value-facts, really do exist in the world.

Much recent discussion in the philosophy of mathematics has concerned the indispensability argument—an argument which aims to establish the existence of abstract mathematical objects through appealing to the role that mathematics plays in empirical science. The indispensability argument is standardly attributed to W. V. Quine and Hilary Putnam. In this paper, I show that this attribution is mistaken. Quine's argument for the existence of abstract mathematical objects differs from the argument which many philosophers of mathematics (...) ascribe to him. Contrary to appearances, Putnam did not argue for the existence of abstract mathematical objects at all. I close by suggesting that attention to Quine and Putnam's writings reveals some neglected arguments for platonism which may be superior to the indispensability argument. (shrink)

In this article, I have two aims. Firstly, I argue that Hilary Putnam's model theoretic indeterminacy argument against external realism and Saul Kripke's so-called Kripkensteinian argument against semantic realism have the same dialectical structure and the same conclusion---both force the opponent to face the same dilemma. Namely: either adopt meaning minimalism or postulate unobservable semantic facts. Secondly, I analyze more closely the first horn of the dilemma---meaning minimalism. This is the position according to which there are no truth (...) conditions for meaning-ascriptions. It has been suggested that this position is incoherent. However, I argue that there is a coherent option available for the meaning minimalist. As Crispin Wright has proposed, a coherent meaning minimalist has to adopt a structured truth-predicate with at least two levels: one is a minimal or a deflationary truth-predicate for a semantic discourse and the other, more substantial or objective truth-predicate for discourses like natural sciences. Subsequently, this leads to a position close to Huw Price's global expressivism. Thus, the ultimate dilemma that Putnam's and the Kripkensteinian argument establish is the following choice: either meaning minimalism with a structured two-level truth-predicate or robust realism regarding meaning. (shrink)

Putnam famously attempted to use model theory to draw metaphysical conclusions. His Skolemisation argument sought to show metaphysical realists that their favourite theories have countable models. His permutation argument sought to show that they have permuted models. His constructivisation argument sought to show that any empirical evidence is compatible with the Axiom of Constructibility. Here, I examine the metamathematics of all three model-theoretic arguments, and I argue against Bays (2001, 2007) that Putnam is largely immune to metamathematical (...) challenges. (shrink)

Since 1976 Hilary Putnam has on many occasions proposed an argument, founded on some model-theoretic results, to the effect that any philosophical programme whose purpose is to naturalize semantics would fail to account for an important feature of every natural language, the determinacy of reference. Here, after having presented the argument, I will suggest that it does not work, because it simply assumes what it should prove, that is that we cannot extend the metatheory: Putnam appears to think (...) that all we may determinately say about the relations between words and entities in the world is what the model theory tells us, but he has never offered justifications for that. At the end of the article, I will discuss the apparently reliable intuition that seems to me to be at the root of the argument, that is that, given a formal theory, there is an infinite number of ways of connecting it to, or of projecting it onto, the world. I will suggest that we should resist this intuition, because it rests on a very doubtful notion of world, which assumes that for any class of objects there is a corresponding property. (shrink)

Maxwell’s Demon is a thought experiment devised by J. C. Maxwell in 1867 in order to show that the Second Law of thermodynamics is not universal, since it has a counter-example. Since the Second Law is taken by many to provide an arrow of time, the threat to its universality threatens the account of temporal directionality as well. Various attempts to “exorcise” the Demon, by proving that it is impossible for one reason or another, have been made throughout the years, (...) but none of them were successful. We have shown (in a number of publications) by a general state-space argument that Maxwell’s Demon is compatible with classical mechanics, and that the most recent solutions, based on Landauer’s thesis, are not general. In this paper we demonstrate that Maxwell’s Demon is also compatible with quantum mechanics. We do so by analyzing a particular (but highly idealized) experimental setup and proving that it violates the Second Law. Our discussion is in the framework of standard quantum mechanics; we give two separate arguments in the framework of quantum mechanics with and without the projection postulate. We address in our analysis the connection between measurement and erasure interactions and we show how these notions are applicable in the microscopic quantum mechanical structure. We discuss what might be the quantum mechanical counterpart of the classical notion of “macrostates”, thus explaining why our Quantum Demon setup works not only at the micro level but also at the macro level, properly understood. One implication of our analysis is that the Second Law cannot provide a universal lawlike basis for an account of the arrow of time; this account has to be sought elsewhere. (shrink)

Putnam argues that reductionism, “the doctrine that the laws of such ‘higher level’ sciences as psychology and sociology are reducible to the laws of lower-level sciences - biology, chemistry, ultimately to the laws of elementary particle physics”, is wrong. In this note, I take issue with some of Putnam’s arguments.

The paper presents two objections against Putnam’s Twin Earth argument, which was intended to secure semantic externalism. I first claim that Putnam’s reasoning rests on two assumptions and then try to show why these assumptions are contentious. The first objection is that, given what we know about science, it is unlikely that there are any natural-kind terms whose extension is codetermined by a small set of microstructures required by Putnam’s indexical account of extension determination. The second objection is that (...) there may not be a plausible concept of a speech community whose adoption would classify Oscar and Twin Oscar as members of different speech communities and, at the same time, render Oscar and Twin Oscar as being in the same psychological state. I contend that Putnam’s argument fails because both objections are justified. (shrink)

In this paper, I consider Hilary Putnam’s argument for the prima facie acceptance of robotic consciousness as deserving the status of mind. I argue that such an extension of consciousness renders the category fundamentally unintelligible, and we should instead understand robots as integral products of an extended human consciousness. To this end, I propose a test from conceptual object permanence, which can be applied not just to robots, but to the innumerable artifacts of consciousness that texture our existences.

In a rather old paper, Mario Liu described a hydrodynamic Maxwell equations. While he also discussed potential implications of these new approaches to superconductors, such a discussion of electrodynamics of superconductors is made only after Tajmar’s paper. Therefore, in this paper we present for the first time a derivation of fluidic Maxwell-Proca equations. The name of fluidic Maxwell-Proca is proposed because the equations were based on modifying Maxwell-Proca and Hirsch’s theory of electrodynamics of superconductor. It is hoped that this paper (...) may stimulate further investigations and experiments in superconductor. It may be expected to have some impact to cosmology modeling too, for instance we consider a hypothetical argument that photon mass can be origin of gravitation. Then, after combining with the so-called chiral modification of Maxwell equations (after Spröessig), then we consider chiral Maxwell-Proca equations as possible alternative of gravitation theory. Such a hypothesis has never considered in literature to the best of our knowledge. (shrink)

Failure to recognize the "realistic" motivations for Putnam's commitment to internal realism has led to a widely shared misunderstanding of Putnam's arguments against metaphysical realism. Realist critics of these arguments frequently offer rebuttals that fail to confront his arguments. Simply put, Putnam's arguments --the brains in a vat argument as well as the model-theoretic argument -- are "reductios" that are intended to show that "metaphysical realism itself is not sufficiently realistic". If that claim can be substantiated then Putnam (...) can go on to argue that his own view is, by comparison, more realistic than metaphysical realism. (shrink)

The key argument of Hilary Putnam for conceptual relativism, his so-called mereological argument, is critically evaluated. It is argued that Putnam’s reasoning is based on confusion between languages and theories.

ABSTRACT. Two arguments have recently been advanced that Maxwell-Boltzmann particles are indistinguishable just like Bose-Einstein and Fermi-Dirac particles. Bringing modal metaphysics to bear on these arguments shows that ontological indistinguishability for classical (MB) particles does not follow. The first argument, resting on symmetry in the occupation representation for all three cases, fails since peculiar correlations exist in the quantum (BE and FD) context as harbingers of ontic indistinguishability, while the indistinguishability of classical particles remains purely epistemic. The second (...) class='Hi'>argument, deriving from the classical limits of quantum statistical partition functions, embodies a conceptual confusion. After clarifying the doctrine of haecceitism, a third argument is considered that attempts to deflate metaphysical concerns altogether by showing that the phase-space and distribution-space representations of MB-statistics have contrary haecceitistic import. Careful analysis shows this argument to fail as well, leaving de re modality unproblematically grounding particle identity in the classical context while genuine puzzlement about the underlying ontology remains for quantum statistics. (shrink)

Hilary Putnam's famous arguments criticizing Tarski's theory of truth are evaluated. It is argued that they do not succeed to undermine Tarski's approach. One of the arguments is based on the problematic idea of a false instance of T-schema. The other ignores various issues essential for Tarski's setting such as language-relativity of truth definition.

The extensions of Goodman’s ‘grue’ predicate and Kripke’s ‘quus’ are constructed from the extensions of more familiar terms via a reinterpretation that permutes assignments of reference. Since this manoeuvre is at the heart of Putnam’s model-theoretic and permutation arguments against metaphysical realism (‘Putnam’s Paradox’), both Goodman’s New Riddle of Induction and the paradox about meaning that Kripke attributes to Wittgenstein are instances of Putnam’s. Evidence cannot selectively confirm the green-hypothesis and disconfirm the grue-hypothesis, because the theory of which the green-hypothesis (...) is a part has an unintended model in which the grue-hypothesis is equally confirmed; and there are no meaning-facts that determine reference, because the objects referred to by the referring terms of any language or set of intentional mental states are permutable in a way that is consistent with the truth-values of all other sentences in that language or beliefs in that set. The upshot is that the three paradoxes need to be solved in a unified way. (shrink)

In Reason, Truth and History and certain related writings, Hilary Putnam attacked the fact-value distinction. This paper criticizes his arguments and defends the distinction. Putnam claims that factual statements presuppose values, that “the empirical world depends upon our criteria of rational acceptability,” and that “we must have criteria of rational acceptability to even have an empirical world.” The present paper argues that these claims are mistaken.

In the 1980s, Putnam famously launched a series of model-theoretic attacks on Metaphysical Realism, aimed at establishing a dilemma for the view and ultimately leading to its dismissal. The present work evaluates whether adopting the Causal Theory of Reference saves Realism from Putnam's attacks. As it turns out, the outcome of the analysis revolves around two questions: (a) whether language has an intended reference relation with the world, or in model-theoretic terms, whether theories have an intended model; and (b) if (...) this is the case, what fixes such a relation or model. Putnam dashed any realist hopes with his infamous Just-More-Theory Manœuvre, which however is not uncontroversial, and has been criticized by many as question-begging. Ultimately, though, the present work concludes that Putnam has successfully established his dilemma, and that Metaphysical Realism is hardly tenable. (shrink)

Within the context of the Quine–Putnam indispensability argument, one discussion about the status of mathematics is concerned with the ‘Enhanced Indispensability Argument’, which makes explicit in what way mathematics is supposed to be indispensable in science, namely explanatory. If there are genuine mathematical explanations of empirical phenomena, an argument for mathematical platonism could be extracted by using inference to the best explanation. The best explanation of the primeness of the life cycles of Periodical Cicadas is genuinely mathematical, (...) according to Baker :223–238, 2005; Br J Philos Sci 60:611–633, 2009). Furthermore, the result is then also used to strengthen the platonist position :779–793, 2017a). We pick up the circularity problem brought up by Leng Mathematical reasoning, heuristics and the development of mathematics, King’s College Publications, London, pp 167–189, 2005) and Bangu :13–20, 2008). We will argue that Baker’s attempt to solve this problem fails, if Hume’s Principle is analytic. We will also provide the opponent of the Enhanced Indispensability Argument with the so-called ‘interpretability strategy’, which can be used to come up with alternative explanations in case Hume’s Principle is non-analytic. (shrink)

In his 1975 paper “The Meaning of ‘Meaning’”, Hilary Putnam famously argued for semantic externalism. Little attention has been paid, however, to the fact that already in 1973, Putnam had presented the idea of the linguistic division of labor and the Twin Earth thought experiment in his comment on Wilfrid Sellars’s “Meaning as Functional Classification” at a conference, and Sellars had replied to Putnam from a broadly inferentialist perspective. The first half of this paper aims to trace the development of (...) Putnam’s semantic externalism, situate his debate with Sellars in it, and reconstruct the two arguments he presented against Sellars. The second half of this paper aims to reconstruct how Sellars replied to Putnam. I argue that Sellars not only accepts the social character of language but also suggests how inferentialists can accommodate the contribution of the world. Sellars’s key idea is that substance terms have a “promissory note aspect” which is to be cashed out in a successor conceptual framework. I reconstruct Sellars’s position as ideal successor externalism, and compare it with temporal externalism. (shrink)

The recent book 'Putnam' by Massimo Dell’Utri concerns the philosophical and argumentative journey of Hilary Putnam, that led him to explore the implications of Quine’s views about analyticity and the many ways in which realism can be understood in epistemology, philosophy of science, philosophy of mathematics, its main entailments for the philosophy of mind, and more recently about issues concerning ethics, meta-ethics, and value-theory. The present critical review briefly recollects the reading presented in the book, and then highlights some of (...) the implications of this reconstruction, especially those concerning a key passage in the evolution of Putnam’s thought: Putnam’s abandonment of internal realism and the endorsement of natural realism. (shrink)

Many accept David Lewis's (1983) claim that, among the candidate meanings for our predicates, some are more natural than others -- they do better or worse at ``carving nature at its joints''. Call this claim predicate naturalism. Disagreement remains over whether the notion of naturalness extends ``beyond the predicate'' (à la Sider, 2011). Are the candidate meanings of logical vocabulary also more or less natural? Call this claim logical naturalism. -/- One motivation for predicate naturalism comes from its supposed ability (...) to help rebut various radical indeterminacy arguments associated with Hilary Putnam (1977, 1980, 1981). It does so in combination with a popular meta-semantic theory called reference magnetism. I argue that the same threats of Putnam-style radical indeterminacy rearise for proponents of predicate naturalism -- threats which logical naturalism helps rebuts. So, if we accept predicate naturalism because it helps fend off threats of indeterminacy, we should also accept logical naturalism. (shrink)

The model-theoretic argument known as Putnam´s paradox threatens our notion of truth with triviality: Almost any world can satisfy almost any theory. Formal argument and intuition are at odds. David Lewis devised a solution according to which the very stucture of the world fixes how it is to be divided into elite classes which determine the reference of any true theory. Three claims are defended: Firstly, Lewis´ proposal must be completed by an account of successful referential intentions. Secondly, (...) contrary to Catherine Elgin´s criticism of Lewis, natural properties corresponding to elite classes may play a role in sound scientific inquiry. Thirdly, despite Bas van Fraassen´s objection that the sceptic cannot consistently maintain doubts about reference, there is a promising sceptical strategy of exploiting Putnam´s results which is answered by Lewis´ account. (shrink)

Ich möchte philosophische Ideen von Hilary Putnam, Crispin Wright, Donald Davidson und George Eduard Moore zusammenbringen, um hieb- und stichfest zu beweisen, dass die beste skeptische Hypothese (gegen unser Wissen um die Beschaffenheit der Aussenwelt) nicht zutreffen kann. Putnams Externalismus, Wrights zusätzlicher Appell an Disquotationsprinzipien, Davidsons wahrheitskonditionale Semantik und Moores Verweis auf seine eigenen Hände lassen sich zu einem vierzeiligen Beweis verschmelzen, dessen Konklusion besagt, dass wir nicht von Anbeginn Gehirne im Tank sein können.