This study was conducted to determine which domains of inquiry-based science activities that significantly influence the students’ achievement of grade 10 learners. The study employed a quantitative, non-experimental method employing causal- effect. Mean, Pearson-r, and Regression Analysis were the statistical tools used to determine the level, relationship, and influence of each variable. The respondents comprised 332 grade 10 students from the four main secondary schools of District 1 in the Division of Compostela Valley, Province of Compostela Valley, for (...) the School Year 2018-2019. The findings of the study revealed a high level of inquiry-based science activities in terms of engagement, exploration, explanation, elaboration, and evaluation. This study also revealed that the level of students’ achievement was high in terms of cognitive development, laboratory skills, science process skills and understanding of science knowledge. The correlation between two variables of the study revealed significant relationship between inquiry-based science activities and students’ achievement. Lastly, the study revealed that exploration, explanation, elaboration, and evaluation are the domains of inquiry-based science activities that significantly influence students’ achievement. However, engagement appeared to be non-significant hence the null hypothesis is not rejected. (shrink)

Amid criticism of medicine's scientific rigor and patient care, this book offers a philosophical examination of the nature and aims of medicine, and new perspectives on how these challenges can be addressed. It offers input for rethinking the agenda of medical research, healthcare delivery, and the education of healthcare personnel.

This paper aims to contribute to debates about the nature of philosophical inquiry and its relation to science. The starting point is the Discontinuity View (DV), which holds that philosophy is discontinuous with science. Upon critically engaging two lines of argument in favor of DV, the paper presents and defends the Continuity View (CV), according to which philosophy and science are continuous forms of inquiry. The critical engagement sheds light on continuities between philosophical and scientific (...) inquiry while underlining special normative competences of philosophical work. The final part of the paper uses these insights to offer a brief outline of a normative approach to philosophy of science. (shrink)

Starting from the traditional approaches to teaching science and religion we discuss modern pedagogical methods based on inquiry. We explore whether and how the teaching methods specific to each discipline may benefit in the teaching of the other.

Philosophical inquiry strives to be the unencumbered exploration of ideas. That is, unlike scientific research which is subject to ethical oversight, it is commonly thought that it would either be inappropriate, or that it would undermine what philosophy fundamentally is, if philosophical research were subject to similar ethical oversight. Against this, I argue that philosophy is in need of a reckoning. Philosophical inquiry is a morally hazardous practice with its own risks. There are risks present in the methods (...) we employ, risks inherent in the content of the views under consideration, and risks to the subjects of our inquiry. Likely, there are more risks still. However, by starting with the identification of these three risks we can demonstrate not only why an ethics of practice is needed but also which avenues are the most promising for developing an ethics for philosophical practice. Although we might be in the business of asking questions, we do not absolve ourselves of responsibility for the risks that inquiry incurs. (shrink)

ABSTRACT -/- In this dissertation I make a case for how mental health care, specifically disordered eating, is in need of an adjunctive field of discourse, that being theories on philosophy of consciousness, cosmology, and the new epistemology of science based on physics. Without psychological inquiry and education on new theories about consciousness and new perspectives on the nature of reality, mental health treatment is incomplete and outdated. I bring these topics to the eating disorder field in three (...) ways: by choosing the scientific and philosophical discourse to be added into treatment; by translating the complex and abstract topics into psychologically relevant, lay public coursework; and, finally, through the creation of actual processes that help bring the material into direct experience. The science and philosophy discourse topics that will transform disordered eating are presented through lecture, inquiry for consideration, and discussion options. Consciousness, cosmology, and the new epistemology of science based on physics is simplified with examples of how it can be implemented within individual sessions, group sessions, or workshops for disordered eating treatment and with application to other mental health problems. The psychological application of the material is further enhanced through my description of a variety of experiential processes, from writing assignments and guided visualizations to storytelling, rituals, encounters in nature, and embodiment activities. I have created the lectures, inquiry, and experiential processes within a dynamic body of work, named the Emergence Courses, that have been introduced to professionals treating disordered eating and to clients for use. (shrink)

Several recent publications attest to a renewed interest, at the dawn of the 21st century, in the philosophy of Charles S. Peirce. While agreeing with the relevance of Peirce philosophy for the 21st century, we disagree with some interpretations of Peirce as a utilitarian-based pragmatist, or with attempts to extract from Peirce a theory of social justice for 21st century societies. A critical exploration of Peirce’s philosophy of science, particularly his idea of scientific inquiry as “the study of (...) useless things”, serves to illuminate the un-pragmatic and anti-utilitarian dimension of Peirce’s thought, as well as to reveal his true ethical relevance for the 21st century. (shrink)

The scientific consensus regarding anthropogenic climate change is firmly established yet climate change denialism, a species of what I call pseudoskepticism, is on the rise in industrial nations most responsible for climate change. Such denialism suggests the need for a robust ethics of inquiry and public discourse. In this paper I argue: (1) that ethical obligations of inquiry extend to every voting citizen insofar as citizens are bound together as a political body. (2) It is morally condemnable for (...) public officials to put forward assertions contrary to scientific consensus when such consensus is decisive for public policy and legislation. (3) It is imperative upon educators, journalists, politicians and all those with greater access to the public forum to condemn, factually and ethically, pseudoskeptical assertions made in the public realm without equivocation. (shrink)

Academia is a competitive environment. Early Career Researchers (ECRs) are limited in experience and resources and especially need achievements to secure and expand their careers. To help with these issues, this book offers a new approach for conducting research using the combination of mindsponge innovative thinking and Bayesian analytics. This is not just another analytics book. 1. A new perspective on psychological processes: Mindsponge is a novel approach for examining the human mind’s information processing mechanism. This conceptual framework is used (...) to construct models in studies. The framework is highly flexible and widely applicable for many different types of information processes. The mindsponge approach can help researchers discover interesting ideas or even formulate their very own theories when investigating psychosocial phenomena. This approach brings a fresh wind to the current landscape of social sciences and humanities (SSH). 2. Easy-to-follow analysis protocol: The Bayesian Mindsponge Framework (BMF analytics) is useful in terms of computing and visualizing power but also easy to learn and apply. Contrary to being intimidating, the Bayesian analytics section of this book is presented in a reader-friendly manner with a detailed yet clear step-by-step procedure. Examples are from published BMF articles, allowing readers to immediately practice the method and quickly create their own applications. With educational purposes in mind, the book is very suitable for ECRs who are looking to innovate their research methods. 3. Advocating for low-cost, high-quality research: Doing science can be very costly. Mindsponge innovative thinking and BMF analytics help produce impactful studies using openly available data on online repositories. This is based on the authors’ previous works and experiences. The book presents examples of employing the open R package bayesvl on secondary data from different sources. With less financial constraints, researchers can have more freedom of thought to pursue their curiosity and creativity. ECRs in low- and middle-income countries may find this aspect crucial in their careers. 4. Support and collaboration: The authors share their insights from experiences in the academic publishing system to help readers get through the processes of manuscript writing and peer-reviewing more easily. The authors are also ready to support other researchers with further inquiries and collaboration opportunities at the following website, mindsponge(dot)info. This book is for: a) ECRs whose only abundant resources are their innovation capacity and strength of will; b) Researchers in SSH who want to explore a novel approach to thinking and study conducting; c) Low- and middle-income countries’ researchers looking for a cost-effective research protocol; and, d) Innovative thinkers who want to turn their interesting thoughts into good publications. (shrink)

Six hundred three people completed a survey measuring perceptions of traditional areas of philosophical inquiry and their relationship to empirical science. The ten areas studied were: aesthetics, epistemology, ethics, history of philosophy, logic, metaphysics, philosophy of language, philosophy of mind, philosophy of science, and political philosophy. For each area, participants rated whether it is currently central to philosophy, whether its centrality depends on integration with science, and whether work in the area is sufficiently integrated with (...) class='Hi'>science. Centrality judgments tended to be high. Participants viewed nine of the ten areas as central to philosophy, although they made this judgment more confidently for some areas. Dependence judgments were more varied, ranging from clear disagreement to clear agreement. Integration judgments were also varied but exhibited more uncertainty. Some areas whose centrality depended on integration were judged to be well integrated, but a central tendency for all other areas was ambivalence. Demographic factors had small but statistically significant effects on all three sorts of judgment. Higher age predicted higher centrality judgments and higher integration judgments. Higher socioeconomic status predicted lower dependence judgments and higher integration judgments. Men recorded higher integration judgments. (shrink)

Fallibilism, as a fundamental aspect of pragmatic epistemology, can be illuminated by a study of law. Before he became a famous American judge, Oliver Wendell Holmes, Jr., along with his friends William James and Charles Sanders Peirce, associated as presumptive members of the Metaphysical Club of Cambridge in the 1870s, recalled as the birthplace of pragmatism. As a young scholar, Holmes advanced a concept of legal fallibilism as incremental community inquiry. In this early work, I suggest that Holmes treats (...) common law cases more like scientific experiments than as deductive applications of already clear rules. Common law rules may be seen as a product of 1) the conflicts that occur in society, 2) the channeling of conflicts into legal disputes, 3) the gradual accumulation of judicial decisions classified into groups, and 4) the development of consensual understanding, expressed in rules and principles, as to how future cases should be classified and decided. This does not involve only lawyers and judges. Especially in controversial cases, it may indirectly involve an entire community. The legal process is seen as an extended intergenerational process of inquiry. It illuminates the relation of thought, expression, and conduct among a community of inquirers, applied to the problems of social ordering. (shrink)

Science provides us with the methodological key to wisdom. This idea goes back to the 18th century French Enlightenment. Unfortunately, in developing the idea, the philosophes of the Enlightenment made three fundamental blunders: they failed to characterize the progress-achieving methods of science properly, they failed to generalize these methods properly, and they failed to develop social inquiry as social methodology having, as its basic task, to get progress-achieving methods, generalized from science, into social life so that (...) humanity might make progress towards an enlightened world. Instead, the philosophes developed social inquiry as social science. This botched version of the Enlightenment idea was further developed throughout the 19th century, and built into academia in the early 20th century with the creation of university departments of social science. As a result, academia today seeks knowledge but does not devote reason to the task of helping humanity make progress towards a better, wiser world. Our current and impending global crises are the outcome. We urgently need to bring about a revolution in universities throughout the world so that the blunders of the Enlightenment are corrected, and universities take up their proper task of helping humanity make progress towards a wiser world. (shrink)

Recent attempts to legislate climate science out of existence raises the question of whether citizens are obliged to obey such laws. The authority of democratic law is rooted in both truth and popular consent, but neither is sufficient and they may conflict. These are reconciled in theory and, more importantly, in practice once we incorporate insights from the pragmatist theory of inquiry.

Two great problems of learning confront humanity: learning about the nature of the universe and about ourselves and other living things as a part of the universe, and learning how to become civilized or enlightened. The first problem was solved, in essence, in the 17th century, with the creation of modern science. But the second problem has not yet been solved. Solving the first problem without also solving the second puts us in a situation of great danger. All our (...) current global problems have arisen as a result. What we need to do, in response to this unprecedented crisis, is learn from our solution to the first problem how to solve the second one. This was the basic idea of the 18th century Enlightenment. Unfortunately, in carrying out this programme, the Enlightenment made three blunders, and it is this defective version of the Enlightenment programme, inherited from the past, that is still built into the institutional/intellectual structure of academic inquiry in the 21st century. In order to solve the second great problem of learning we need to correct the three blunders of the traditional Enlightenment. This involves changing the nature of social inquiry, so that social science becomes social methodology or social philosophy, concerned to help us build into social life the progress-achieving methods of aim-oriented rationality, arrived at by generalizing the progress-achieving methods of science. It also involves, more generally, bringing about a revolution in the nature of academic inquiry as a whole, so that it takes up its proper task of helping humanity learn how to become wiser by increasingly cooperatively rational means. The scientific task of improving knowledge and understanding of nature becomes a part of the broader task of improving global wisdom. The outcome would be what we so urgently need: a kind of inquiry rationally designed and devoted to helping us make progress towards a genuinely civilized world. We would succeed in doing what the Enlightenment tried but failed to do: learn from scientific progress how to go about making social progress towards as good a world as possible. (shrink)

After a sketch of the optimism and high aspirations of History and Philosophy of Science when I first joined the field in the mid 1960s, I go on to describe the disastrous impact of "the strong programme" and social constructivism in history and sociology of science. Despite Alan Sokal's brilliant spoof article, and the "science wars" that flared up partly as a result, the whole field of Science and Technology Studies is still adversely affected by social (...) constructivist ideas. I then go on to spell out how in my view STS ought to develop. It is, to begin with, vitally important to recognize the profoundly problematic character of the aims of science. There are substantial, influential and highly problematic metaphysical, value and political assumptions built into these aims. Once this is appreciated, it becomes clear that we need a new kind of science which subjects problematic aims - problematic assumptions inherent in these aims - to sustained imaginative and critical scrutiny as an integral part of science itself. This needs to be done in an attempt to improve the aims and methods of science as science proceeds. The upshot is that science, STS, and the relationship between the two, are all transformed. STS becomes an integral part of science itself. And becomes a part of an urgently needed campaign to transform universities so that they become devoted to helping humanity create a wiser world. (shrink)

At present the basic intellectual aim of academic inquiry is to improve knowledge. Much of the structure, the whole character, of academic inquiry, in universities all over the world, is shaped by the adoption of this as the basic intellectual aim. But, judged from the standpoint of making a contribution to human welfare, academic inquiry of this type is damagingly irrational. Three of four of the most elementary rules of rational problem-solving are violated. A revolution in the (...) aims and methods of academic in-quiry is needed so that the basic aim becomes to promote wisdom, conceived of as the capacity to realize what is of value, for oneself and others, thus including knowledge and technological know-how, but much else besides. This urgently needed revolution would affect every branch and aspect of the academic enterprise. (shrink)

Physical dimensions like “mass”, “length”, “charge”, represented by the symbols [M], [L], [Q], are not numbers, but used as numbers to perform dimensional analysis in particular, and to write the equations of physics in general, by the physicist. The law of excluded middle falls short of explaining the contradictory meanings of the same symbols. The statements like “m tends to 0”, “r tends to 0”, “q tends to 0”, used by the physicist, are inconsistent on dimensional grounds because “m”, “r”, (...) “q” represent quantities with physical dimensions of [M], [L], [Q] respectively and “0” represents just a number—devoid of physical dimension. Consequently, due to the involvement of the statement “q tends to 0'', where q is the test charge” in the definition of electric field leads to either circular reasoning or a contradiction regarding the experimental verification of the smallest charge in the Millikan–Fletcher oil drop experiment. Considering such issues as problematic, by choice, I make an inquiry regarding the basic language in terms of which physics is written, with an aim of exploring how truthfully the verbal statements can be converted to the corresponding physico-mathematical expressions, where “physico-mathematical” signifies the involvement of physical dimensions. Such investigation necessitates an explanation by demonstration of “self inquiry”, “middle way”, “dependent origination”, “emptiness/relational existence”, which are certain terms that signify the basic tenets of Buddhism. In light of such demonstration I explain my view of “definition”; the relations among quantity, physical dimension and number; meaninglessness of “zero quantity” and the associated logico-linguistic fallacy; difference between unit and unity. Considering the importance of the notion of electric field in physics, I present a critical analysis of the definitions of electric field due to Maxwell and Jackson, along with the physico-mathematical conversions of the verbal statements. The analysis of Jackson’s definition points towards an expression of the electric field as an infinite series due to the associated “limiting process” of the test charge. However, it brings out the necessity of a postulate regarding the existence of charges, which nevertheless follows from the definition of quantity. Consequently, I explain the notion of undecidable charges that act as the middle way to resolve the contradiction regarding the Millikan–Fletcher oil drop experiment. In passing, I provide a logico-linguistic analysis, in physico-mathematical terms, of two verbal statements of Maxwell in relation to his definition of electric field, which suggests Maxwell’s conception of dependent origination of distance and charge ) and that of emptiness in the context of relative vacuum. This work is an appeal for the dissociation of the categorical disciplines of logic and physics and on the large, a fruitful merger of Eastern philosophy and Western science. Nevertheless, it remains open to how the reader relates to this work, which is the essence of emptiness. (shrink)

In this paper I argue for a kind of intellectual inquiry which has, as its basic aim, to help all of us to resolve rationally the most important problems that we encounter in our lives, problems that arise as we seek to discover and achieve that which is of value in life. Rational problem-solving involves articulating our problems, proposing and criticizing possible solutions. It also involves breaking problems up into subordinate problems, creating a tradition of specialized problem-solving - specialized (...) scientific, academic inquiry, in other words. It is vital, however, that specialized academic problem-solving be subordinated to discussion of our more fundamental problems of living. At present specialized academic inquiry is dissociated from problems of living - the sin of specialism, which I criticize. (shrink)

In ‘The Epistemic Goals of the Humanities’, Stephen Grimm (2024) argues for epistemic continuities between the humanities, on one hand, and the social and natural sciences, on the other. This paper focuses on discontinuities. Drawing inspiration from Svetlana Alexievich’s literary non-fiction, I argue that if a reader is to gain a specific kind of understanding of the actions of the agents who appear in such work, they must engage in a rational evaluation of those agents’ reasons and actions. This epistemic (...) process may yield, not just understanding of another’s action, but a grip on the evaluative distance between the reader and the agents she reads about, together with a greater appreciation of normative matters. These epistemic gains are, I suggest, central to the value of the humanities, and play a key role in its corrective power. (shrink)

The controversy over the old ideal of “value-free science” has cooled significantly over the past decade. Many philosophers of science now agree that even ethical and political values may play a substantial role in all aspects of scientific inquiry. Consequently, in the last few years, work in science and values has become more specific: Which values may influence science, and in which ways? Or, how do we distinguish illegitimate from illegitimate kinds of influence? In this (...) paper, I argue that this problem requires philosophers of science to take a new direction. I present two case studies in the influence of values on scientific inquiry: feminist values in archaeology and commercial values in pharmaceutical research. I offer a preliminary assessment of these cases, that the influence of values was legitimate in the feminist case, but not in the pharmaceutical case. I then turn to three major approaches to distinguish legitimate from illegitimate influences of values, including the distinction between epistemic and non-epistemic values and Heather Douglas’ distinction between direct and indirect roles for values. I argue that none of these three approaches gives an adequate analysis of the two cases. In the concluding section, I briefly sketch my own approach, which draws more heavily on ethics than the others, and is more promising as a solution to the current problem. This is the new direction in which I think science and values should move. (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, via science and technology, without also 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. The revolution we require would put problems of living at the heart of the academic enterprise, the pursuit of knowledge emerging out of, and feeding back into, the fundamental intellectual activity of proposing and critically assessing possible actions, policies, political programmes, from the standpoint of their capacity to help solve problems of living. This revolution would affect almost every branch and aspect of academic inquiry. (shrink)

Combining inquiry and metacognition helps strengthen mathematical learning. This study examines how metacognitive mathematical inquiry can be modeled using reflective tasking approach. Quasi-experimental design was employed in two comparable groups of Grade 9 students of Ibarra National High School, Maasin City, Philippines during the academic year 2021-2022. Lesson guides on reflective task assessments anchored on metacognitive and inquiry-based learning theories, inquiry rubric scales and modified state metacognitive inventory served as data collection instruments. Results of t-test analysis (...) revealed significant difference in performance between groups implying high efficacy of the methodology in stimulating students’ metacognitive inquiry skill. Correlation values projected significant relationship between reflective learning performances with metacognition. Quantitative evidences, thus, lead to conclusion that reflective tasking methodology exemplifies potential in metacognitive mathematical inquiry as it optimizes their thinking processes, task involvement, and regulation through self-reflection principles worthy of practice throughout lifelong learning. (shrink)

Science and philosophy have a very long history, dating back at least to the 16th and 17th centuries, when the first scientist-philosophers, such as Bacon, Galilei, and Newton, were beginning the process of turning natural philosophy into science. Contemporary relationships between the two fields are still to some extent marked by the distrust that maintains the divide between the so-called “two cultures.” An increasing number of philosophers, however, are making conceptual contributions to sciences ranging from quantum mechanics to (...) evolutionary biology, and a few scientists are conducting research relevant to classically philosophical fields of inquiry, such as consciousness and moral decision-making. This article will introduce readers to the borderlands between science and philosophy, beginning with a brief description of what philosophy of science is about, and including a discussion of how the two disciplines can fruitfully interact not only at the level of scholarship, but also when it comes to controversies surrounding public understanding of science. (shrink)

The most exciting and important new philosophical idea of the past decade, in my view, is the discovery that we urgently need to bring about a revolution in science, and in academic inquiry more generally, so that the basic intellectual aim becomes to seek and promote wisdom. We urgently need to transform our schools and universities so that they become rationally devoted to helping humanity learn how to tackle our grave global problems, and thus make progress towards as (...) good a world as possible. (shrink)

In order to create a good world, we need to learn how to do it - how to resolve our appalling problems and conflicts in more cooperative ways than at present. And in order to do this, we need traditions and institutions of learning rationally devoted to this end. When viewed from this standpoint, what we have at present - academic inquiry devoted to the pursuit of knowledge and technological know-how - is an intellectual and human disaster. We urgently (...) need a new, more rigorous kind of inquiry that gives intellectual priority to the tasks of articulating our problems of living and proposing and critically assessing possible cooperative solutions. This new kind of inquiry would have as its basic aim to improve, not just knowledge, but also personal and global wisdom - wisdom being understood to be the capacity to realize what is of value in life. To develop this new kind of inquiry we will need to change almost every branch and aspect of the academic enterprise. (shrink)

Margaret Macdonald was at the institutional heart of analytic philosophy in Britain in the mid-twentieth century. However, her views on the nature of philosophical theories diverge quite considerably from those of many of her contemporaries. In this article, I focus on Macdonald’s provocative 1953 paper, “Linguistic Philosophy and Perception,” in which she argues that the value of philosophical theories is more akin to that of poetry or art than science or mathematics. I do so for two reasons. First, it (...) reveals just how far Macdonald’s metaphilosophical views diverged from those of many of her contemporaries. Second, the discussion in her article preempts recent literature on the nature of philosophical inquiry and the efficacy of philosophical arguments. Indeed, Macdonald’s paper is just as likely to provoke discussion today as it was in the 1950s. (shrink)

**No longer the current version available on SEP; see revised version by Sharon Crasnow** -/- Feminists have a number of distinct interests in, and perspectives on, science. The tools of science have been a crucial resource for understanding the nature, impact, and prospects for changing gender-based forms of oppression; in this spirit, feminists actively draw on, and contribute to, the research programs of a wide range of sciences. At the same time, feminists have identified the sciences as a (...) source as well as a locus of gender inequalities: the institutions of science have a long tradition of excluding women as practitioners; feminist critics of science find that women and gender (or, more broadly, issues of concern to women and sex/gender minorities) are routinely marginalized as subjects of scientific inquiry, or are treated in ways that reproduce gender-normative stereotypes; and, closing the circle, scientific authority has frequently served to rationalize the kinds of social roles and institutions that feminists call into question. -/- Feminist perspectives on science therefore reflect a broad spectrum of epistemic attitudes toward and appraisals of science. Some urge the reform of gender inequities in the institutions of science and call for attention to neglected questions with the aim of improving the sciences in their own terms; they do not challenge the standards and practices of the sciences they engage. Others pursue jointly critical and constructive programs of research that, to varying degrees, aim at transforming the methodologies, substantive content, framework assumptions, and epistemic ideals that animate the sciences. The content of these perspectives, and the degree to which they generate transformative critique, depends not only on the types of philosophical and political commitments that inform them but also on the nature of the sciences and subject domains on which they bear. Feminist perspectives have had greatest impact on sciences that deal with inherently gendered subjects—the social and human sciences—and, secondarily, on sciences that study subjects characterized in gendered terms, metaphorically or by analogy (projectively gendered subjects), chiefly the biological and life sciences. Feminist perspectives are relevant to sciences that deal with non-gendered subject matters, but perspectives vary substantially in content and in critical import depending on the sciences and the particular research programs they engage. (shrink)

Moral, social, political, and other “nonepistemic” values can lead to bias in science, from prioritizing certain topics over others to the rationalization of questionable research practices. Such values might seem particularly common or powerful in the social sciences, given their subject matter. However, I argue first that the well-documented phenomenon of motivated reasoning provides a useful framework for understanding when values guide scientific inquiry (in pernicious or productive ways). Second, this analysis reveals a parity thesis: values influence the (...) social and natural sciences about equally, particularly because both are so prominently affected by desires for social credit and status, including recognition and career advancement. Ultimately, bias in natural and social science is both natural and social— that is, a part of human nature and considerably motivated by a concern for social status (and its maintenance). Whether the pervasive influence of values is inimical to the sciences is a separate question. (shrink)

Abstract: This study explores some theoretical issues in scientific research such as, the nature of experimentation and problems of methodology in scientific practice as well as the question of truth, rationality, objectivity and utility of scientific discoveries. The paper discusses a number of theorizing that have emerged in response to the challenge raised by the above concerns. Epistemological models of science from critical rationalists, like Popper, Kuhn, Feyerabend and the neo-pragmatic methodological orientation of Arthur Fine’s Natural Ontological Attitude (NOA) (...) to Science, have been adopted as points of discussion on what science as an empirical discipline entail. The paper concludes that a rigorous epistemological discussion on the methodology of scientific inquiry is a desideratum for the progress of science. (shrink)

This Element, written for researchers and students in philosophy and the behavioral sciences, reviews and critically assesses extant work on number concepts in developmental psychology and cognitive science. It has four main aims. First, it characterizes the core commitments of mainstream number cognition research, including the commitment to representationalism, the hypothesis that there exist certain number-specific cognitive systems, and the key milestones in the development of number cognition. Second, it provides a taxonomy of influential views within mainstream number cognition (...) research, along with the central challenges these views face. Third, it identifies and critically assesses a series of core philosophical assumptions often adopted by number cognition researchers. Finally, the Element articulates and defends a novel version of pluralism about number concepts. (shrink)

In the recent philosophical literature on inquiry, epistemologists point out that their subject has often begun at the point at which you already have your evidence and then focussed on identifying the beliefs for which that evidence provides justification. But we are not mere passive recipients of evidence. While some comes to us unbidden, we often actively collect it. This has long been recognised, but typically epistemologists have taken the norms that govern inquiry to be practical, not epistemic. (...) The recent literature challenges this assumption and uncovers a rich range of questions about the epistemic normativity of inquiry. In this paper, I approach these questions from the formal side of epistemology. Developing out of the philosophy of science, as it did, this branch of epistemology has long discussed inquiry. And, building on the insights of Janina Hosiasson (1931), David Blackwell (1951), and I. J. Good (1967), it has produced a reasonably well-developed framework in which to understand norms of inquiry, both epistemic and practical. In the first half of the paper, I will present the pragmatic versions of this framework due to Hosiasson, Blackwell, and Good, and the epistemic version due to Graham Oddie (1997); in the second half of the paper, I put this framework to work, turning to some of the questions from the recent debate about inquiry and asking how the framework can help us answer them. Questions include: When should we initiate an inquiry, when should we continue it, when should we conclude it, and when should we reopen it? How do epistemic norms of inquiry relate to epistemic norms of belief or credence, and can they conflict, as Jane Friedman (2020) contends? How should we resolve the apparent puzzle raised by Friedman's example of counting the windows in the Chrysler Building? How should we direct our attention, as Georgi Gardiner (2022) asks? How should we choose and reason after receiving evidence we'd rather not have received? And how should we understand the epistemic error that occurs when someone is resistant to evidence in the way Mona Simion (2023) describes? (shrink)

Modern science only studies that which is immediately given to our senses - that which we call matter. But there would be no such thing as science if there were only matter or existence. Science requires that in addition to existence there be cognition of existence, or consciousness. Without consciousness of existence, science would never come into being. Thus we must admit that at least two features of reality are necessary for scientific knowledge - (1) existence (...) or being and (2) consciousness of existence. But there is still a third feature of reality upon which the first two are dependent. We can call this satisfaction or the fulfillment of being. If there were mere existence without consciousness of existence, we could say nothing about such existence. But even mere consciousness of existence would also be a passive, indifferent existence. It is only because we seek satisfaction, fulfillment, and enjoyment that we create science, philosophy, culture, religion, etc. If there were no need for fulfillment or satisfaction then all these activities would never arise. There would be no need, no desire, no lack or negativity, and therefore non-differentiation. Thus, it is this fundamental quality that characterizes life: it seeks satisfaction or fulfillment. It is from this basic quality that all activity arises. We can call this the Ultimate Principle of Reality. By inquiring into where this principle comes from and why it exists, we will be able to understand how to achieve the greatest satisfaction and happiness. It is this type of inquiry that produces what is called the science of happiness. (shrink)

Straightening the current ‘value-laden turn’ (VLT) in the philosophical literature on values in science, and reviving the legacy of the value-free ideal of science (VFI), this paper argues that the influence of extra-scientific values should be minimised—not excluded—in the core phase of scientific inquiry where claims are accepted or rejected. Noting that the original arguments for the VFI (ensuring the truth of scientific knowledge, respecting the autonomy of science results users, preserving public trust in science) (...) have not been satisfactorily addressed by proponents of the VLT, it proposes four prerequisites which any model for values in the acceptance/rejection phase of scientific inquiry should respect, coming from the fundamental requirement to distinguish between facts and values: (1) the truth of scientific knowledge must be ensured; (2) the uncertainties associated with scientific claims must be stated clearly; (3) claims accepted into the scientific corpus must be distinguished from claims taken as a basis for action. An additional prerequisite of (4) simplicity and systematicity is desirable, if the model is to be applicable. Methodological documents from international institutions and regulation agencies are used to illustrate the prerequisites. A model combining Betz’s conception (stating uncertainties associated with scientific claims) and Hansson’s corpus model (ensuring the truth of the scientific corpus and distinguishing it from other claims taken as a basis for action) is proposed. Additional prerequisites are finally suggested for future research, stemming from the requirement for philosophy of science to self-reflect on its own values: (5) any model for values in science must be descriptively and normatively relevant; and (6) its consequences must be thoroughly assessed. (shrink)

Neurosis can be interpreted as a methodological condition which any aim-pursuing entity can suffer from. If such an entity pursues a problematic aim B, represents to itself that it is pursuing a different aim C, and as a result fails to solve the problems associated with B which, if solved, would lead to the pursuit of aim A, then the entity may be said to be "rationalistically neurotic". Natural science is neurotic in this sense in so far as a (...) basic aim of science is represented to be to improve knowledge of factual truth as such (aim C), when actually the aim of science is to improve knowledge of explanatory truth (aim B). Science does not suffer too much from this neurosis, but philosophy of science does. Much more serious is the rationalistic neurosis of the social sciences, and of academic inquiry more generally. Freeing social science and academic inquiry from neurosis would have far reaching, beneficial, intellectual, institutional and cultural consequences. (shrink)

The practice of social studies continues to be a complicated scientific endeavor. From an epistemological point of view, the social sciences, unlike the natural sciences, do not conform to the predominant definition of science. The existing differences among expositions of “science,” “inquiry,” and “studies” lie with the contested role of the intellectual who is embarked on understanding the social realm. The “maturity” of the social sciences is usually discussed in the context of objectivity and rationality. But continuing (...) epistemological debates would be insufficient without reference to the scholar as a human studying humans. The philosophy of science has focused mainly on the procedures of knowledge accumulation, neglecting social context and its implications for inquiry. To address this neglect, this essay sets out first to retrace doubts about the role of the scholar that emerged with the institutionalization of the social sciences at the outset of the twentieth century and then to rethink these issues in terms of recent scientific developments. What surfaces is a new, participatory role for scholars that demands responsible contextualization and a broader conception of causal stories. (shrink)

What kind of science – or, more generally, what kind of academic inquiry – can best contribute to the public good? Two answers are considered: knowledge-inquiry and wisdom-inquiry. The former is what we have at present. It is, however, damagingly irrational. The latter is more rigorous and, potentially, of greater value in human and intellectual terms. It arises as a result of putting the Enlightenment Programme properly into practice. We urgently need to bring about a revolution (...) in academia, so that wisdom-inquiry is put into practice. (shrink)

In this article, I draw an important distinction between two kinds of inquiry. “Framed inquiries” take for granted and use a conceptual framework in order to ask and answer questions, while “framing inquiries” require the creation, revision, or expansion of the conceptual framework itself in order to address the problem at hand. This distinction has been largely ignored in epistemology, and collapsed by two radically opposed philosophical camps: representationalism and antirepresentationalism. While the former takes all inquiries to be in (...) the business of discovering mind-independent facts, the latter takes all inquiries to be primarily governed by pragmatic considerations. Against the objections raised by both camps, I defend a pragmatist and substantive distinction between framed and framing inquiry, inspired by Rudolf Carnap’s distinction between internal and external questions and reformulated in terms of John Dewey’s theory of inquiry. (shrink)

The impact of science on ethics forms since long the subject of intense debate. Although there is a growing consensus that science can describe morality and explain its evolutionary origins, there is less consensus about the ability of science to provide input to the normative domain of ethics. Whereas defenders of a scientific normative ethics appeal to naturalism, its critics either see the naturalistic fallacy committed or argue that the relevance of science to normative ethics remains (...) undemonstrated. In this paper, we argue that current scientific normative ethicists commit no fallacy, that criticisms of scientific ethics contradict each other, and that scientific insights are relevant to normative inquiries by informing ethics about the options open to the ethical debate. Moreover, when conceiving normative ethics as being a nonfoundational ethics, science can be used to evaluate every possible norm. This stands in contrast to foundational ethics in which some norms remain beyond scientific inquiry. Finally, we state that a difference in conception of normative ethics underlies the disagreement between proponents and opponents of a scientific ethics. Our argument is based on and preceded by a reconsideration of the notions naturalistic fallacy and foundational ethics. This argument differs from previous work in scientific ethics: whereas before the philosophical project of naturalizing the normative has been stressed, here we focus on concrete consequences of biological findings for normative decisions or on the day-to-day normative relevance of these scientific insights. (shrink)

The idea that science is objective, or able to achieve objectivity, is in large part responsible for the role that science plays within society. But what is objectivity? The idea of objectivity is ambiguous. This paper distinguishes between three basic forms of objectivity. The first form of objectivity is ontological objectivity: the world as it is in itself does not depend upon what we think about it; it is independent of human thought, language, conceptual activity or experience. The (...) second form of objectivity is the objectivity of truth: truth does not depend upon what we believe or justifiably believe; truth depends upon the way reality itself is. The third form of objectivity is epistemic objectivity: this form of objectivity resides in the scientific method which ensures that subjective factors are excluded, and only epistemically relevant factors play a role in scientific inquiry. The paper considers two problems that arise for the notion of epistemic objectivity: the theory-dependence of observation and the variability of the methods of science. It is argued that the use of shared standard procedures ensures the objectivity of observation despite theory-dependence. It is argued that the variability of methods need not lead to epistemic relativism about science. The paper concludes with the realist suggestion that the best explanation of the success of the sciences is that the methods employed in the sciences are highly reliable truth-conducive tools of inquiry. The objectivity of the methods of the sciences leads to the objective truth about the objective world. (shrink)

Departing from Anderson’s (2016) suggestion that there are three communities in Peirce’s thought corresponding to his three normative sciences of logic, ethics, and esthetics, I argue that these communities partake in a relationship of dependence similar to that found among the normative sciences. In this way, just as logic relies on ethics which relies on esthetics, so too would a logical community of inquirers rely on an ethical community of love, which would rely on an esthetic community of artists. A (...) community could conduct inquiry together only if it pursued the same goal; and it could pursue the same goal only if it first imaginatively construed it. Any logical or ethical community requires a shared imaginative repertoire of ideal ends. (shrink)

How should emotions figure in scientific practice? I begin by distinguishing three broad answers to this question, ranging from pessimistic to optimistic. Confirmation bias and motivated numeracy lead us to cast a jaundiced eye on the role of emotions in scientific inquiry. However, reflection on the essential motivating role of emotions in geniuses makes it less clear that science should be evacuated of emotion. I then draw on Friedrich Nietzsche’s perspectivism to articulate a twenty-first century epistemology of (...) class='Hi'>science that recognizes the necessity of emotion to inquiry but aims to manage the biases that emotions can introduce. Twenty-first century perspectivism is both social and (temporally) distal, helping it to overcome a paradox of self-critical inquiry. (shrink)

Christ, who is the Creator and source of all knowledge, is the ultimate goal of all those seeking truth in any discipline. It is difficult to know God with the puny tools of science. As we get closer and closer to the truth, our science must merge with our theology otherwise we will be following a false end of our scientific inquiry. I think Max Planck said it best: “God is the beginning of every religion and at (...) the end of the natural sciences.” All scientists who have any depth to their work will find the hand of God in nature or else a mystery that they refuse to identify with God. (shrink)

Karl Popper is famous for having proposed that science advances by a process of conjecture and refutation. He is also famous for defending the open society against what he saw as its arch enemies – Plato and Marx. Popper’s contributions to thought are of profound importance, but they are not the last word on the subject. They need to be improved. My concern in this book is to spell out what is of greatest importance in Popper’s work, what its (...) failings are, how it needs to be improved to overcome these failings, and what implications emerge as a result. The book consists of a collection of essays which dramatically develop Karl Popper’s views about natural and social science, and how we should go about trying to solve social problems. Criticism of Popper’s falsificationist philosophy of natural science leads to a conception of science that I call aim-oriented empiricism. This makes explicit metaphysical theses concerning the comprehensibility and knowability of the universe that are an implicit part of scientific knowledge – implicit in the way science excludes all theories that are not explanatory, even those that are more successful empirically than accepted theories. Aim-oriented empiricism has major implications, not just for the academic discipline of philosophy of science, but for science itself. Popper generalized his philosophy of science of falsificationism to arrive at a new conception of rationality – critical rationalism – the key methodological idea of Popper’s profound critical exploration of political and social issues in his The Open Society and Its Enemies, and The Poverty of Historicism. This path of Popper, from scientific method to rationality and social and political issues is followed here, but the starting point is aim-oriented empiricism rather than falsificationism. Aim-oriented empiricism is generalized to form a conception of rationality I call aim-oriented rationalism. This has far-reaching implications for political and social issues, for the nature of social inquiry and the humanities, and indeed for academic inquiry as a whole. The strategies for tackling social problems that arise from aim-oriented rationalism improve on Popper’s recommended strategies of piecemeal social engineering and critical rationalism, associated with Popper’s conception of the open society. This book thus sets out to develop Popper’s philosophy in new and fruitful directions. The theme of the book, in short, is to discover what can be learned from scientific progress about how to achieve social progress towards a better world. (shrink)

As a working hypothesis for philosophy of science, the unity of science thesis has been decisively challenged in all its standard formulations; it cannot be assumed that the sciences presuppose an orderly world, that they are united by the goal of systematically describing and explaining this order, or that they rely on distinctively scientific methodologies which, properly applied, produce domain-specific results that converge on a single coherent and comprehensive system of knowledge. I first delineate the scope of arguments (...) against global unity theses. However implausible old-style global unity theses may now seem, I argue that unifying strategies of a more local and contingent nature do play an important role in scientific inquiry. This is particularly clear in archaeology where, to establish evidential claims of any kind, practitioners must exploit a range of inter-field and inter-theory connections. At the same time, the robustness of these evidential claims depends on significant disunity between the sciences from which archaeologists draw background assumptions and auxiliary hypotheses. This juxtaposition of unity with disunity poses a challenge to standard positions in the debate about scientific unity. (shrink)

I discuss whether there are some lessons for philosophical inquiry over the nature of simulation to be learnt from the practical methodology of reengineering. I will argue that reengineering serves a similar purpose as simulations in theoretical science such as computational neuroscience or neurorobotics, and that the procedures and heuristics of reengineering help to develop solutions to outstanding problems of simulation.

A kind of academic inquiry rationally devoted to helping to promote human welfare would give intellectual priority to the tasks of (1) articulating, and improving the articulating of, problems of living, and (2) proposing and critically assessing possible solutions - possible actions, policies, political programmes, ways of living. The pursuit of knowledge and technological know-how would be important but secondary. If such a genuinely rigorous kind of academic inquiry had been in place in our universities at the beginning (...) of the year, many nations would have dealt with Covid-19 far better than they have, and thousands of lives would have been saved. (shrink)

Taking Anthropogenic global warming as its framing example this paper develops an ethics of inquiry and public discourse influenced by Rawlsian public reason. The need to embrace scientific fact during civil discourse on topics of moral and political controversy is stressed as an ethical mandate. The paper argues: (1) ethicists have a moral obligation to recognize scientific consensus when relevant to ethical discussions. (2) The failure to condemn science denialism when it interferes with the public’s understanding of ethical (...) issues is itself a moral failure (especially in an educational setting). (3) The endorsed ethics of inquiry and public discourse encourages epistemic virtues that are desirable among members of a pluralistic society. (shrink)

Through discussing scientific whaling, the paper brings the necessity of retrieving natural philosophy. The paper’s arguments favor an expanded vision of human encounter with nature, through the lens of natural philosophy, with a priority focus of expanding our imaginations to embrace the vast natural world. -/- There is no doubt that both the philosophy and science, two of the three significant areas of cultural and intellectual engagement (the other one is religion), have gone through changes over time. It is (...) also conspicuous that the modern natural science marginalized and suppressed specific concerns which were previously an indefeasible part of natural philosophy. -/- Bringing both historical and critical discussion of natural philosophy, the paper explores prospective retrieval of natural philosophy in contemporary modern science. Emphasizing the significance of natural philosophy’s imperatives both in the intellectual and field application of modern science, the paper reiterates commentary of Nicholas Maxwell, who advocates to correct three loopholes (Maxwell 2017): change the nature of social inquiry; opt aim-oriented rationality methods; and generalize the progress achieving methods of science. (shrink)

Traditionally, philosophy has been strictly a human domain, with wide applications in science and ethics. However, with the rapid advancement of natural language processing technologies like ChatGPT, the question of whether artificial intelligence can engage in philosophical thinking is becoming increasingly important. This work first clarifies the meaning of philosophy based on its historical background, then explores the possibility of AI engaging in philosophy. We conclude that AI has reached a stage where it can engage in philosophical inquiry. (...) The study also examines differences between AI and humans in terms of statistical processing, creativity, the frame problem, and intrinsic motivation, assessing whether AI can philosophize in a manner indistinguishable from humans. While AI can imitate many aspects of human philosophical inquiry, the lack of intrinsic motivation remains a significant limitation. Finally, the paper explores the potential for AI to offer unique philosophical insights through its diversity and limitless learning capacity, which could open new avenues for philosophical exploration far beyond conventional human perspectives. (shrink)