Despite the praise his writing garnered during his lifetime, e.g., from readers such as Einstein and de Broglie, Émile Meyerson has been largely forgotten. The rich tradition of French épistémologie has recently been taken up in some Anglo-American scholarship, but Meyerson—who popularized the term épistémologie through his historical method of analyzing science, and criticized positivism long before Quine and Kuhn—remains overlooked. If Meyerson is remembered at all, it is as a historian of classical science. This paper attempts to rectify both (...) states of affairs by explicating one of Meyerson׳s last and untranslated works, Réel et déterminisme dans la théorie quantique, an opuscule on quantum physics.I provide an overview of Meyerson׳s philosophy, his critique of Max Planck׳s interpretation of quantum physics, and then outline and evaluate Meyerson׳s neo-Kantian alternative. I then compare and contrast this interpretation with Cassirer׳s neo-Kantian program. Finally I show that, while Meyerson believes the revolutionary new physics requires "profoundly" modifying our conception of reality, ultimately, he thinks, it secures the legitimacy of his thesis: that science seeks explanations in the form of what he calls "identification." I hope my research will enable a more general and systematic engagement with Meyerson׳s work, especially with a view to assessing its viability as a philosophical method today. (shrink)

To many contemporary scholars, Émile Meyerson is a footnote in an obscure history: early twentieth-century French philosophy of science. While the traditions of épistémologie are beginning to enjoy the scrutiny they deserve, Meyerson’s role remains overlooked. This article provides an overview of Meyerson’s philosophical project to help sow the seeds for a more systematic recuperation of its legacy. By orienting his work historically, I elucidate the nature of Meyerson’s critique of positivism, his distinctive method, and the implications these have for (...) the relation between science and philosophy. In particular, I show that for Meyerson positivisme refers not only to the doctrine of Auguste Comte but to a general philosophical tendency. Inseparable from Meyerson’s critique of this tendency is his implementation of a new methodology—épistémologie—according to which reason must be understood through the historical development of science. Épistémologie reveals that positivism not only is an incomplete account of science but is detrimental to its progress. Accordingly, Meyerson hopes to secure science’s right to function according to its own immanent principles, thereby providing prolegomena to all future metaphysics through a historical determination of the nature and limits of human reason. (shrink)

In his celebrated historic-epistemological work Identité et réalité, Émile Meyerson claimed that the scientific conservation principles were first suggested and accepted for philosophical reasons, and only afterwards were submitted to experimental tests. One of the instances he discussed in his book is the principle of mass conservation in chemical reactions. Meyerson pointed out that several authors, from Antiquity to Kant, accepted the idea of quantitative conservation of matter; and Lavoisier himself was strongly influenced by a priori ideas, using this principle (...) instead of attempting to test it. This paper will review Meyerson’s claim and historic evidence, focusing especially the late nineteenth and early twentieth century, when the principle of mass conservation was tested in highly accurate experiments. Instead of confirming the principle, some of those experiments led to the detection of anomalies. Hans Landolt, for instance, noticed that there were some small violations of the principle. He observed mass variations of about 10−6 in chemical reactions produced in hermetically sealed glass tubes. Since Landolt was a famous chemist, his results produced a strong response. Several researchers repeated his experiments, with different results. Landolt himself improved his experiments, with a balance that could detect mass changes of 10−7. After changes of the experimental procedure, the chemical reactions did not show significant mass changes. There was not, however, any “crucial experiment” “proving” that mass was conserved. The observed anomalies were set aside mainly by theoretical reasons, after the discovery of radioactivity and the development of the theory of relativity. (shrink)

Had more philosophers of science come from chemistry, their thinking would have been different. I begin by looking at a typical chemical paper, in which making something is the leitmotif, and conjecture/refutation is pretty much irrelevant. What in fact might have been, might be, different? The realism of chemists is reinforced by their remarkable ability to transform matter; they buy into reductionism where it serves them, but make no real use of it. Incommensurability is taken without a blink, and actually (...) serves. The preeminence of synthesis in chemistry could have led philosophers of science to take more seriously questions of aesthetics within science, and to find a place in aesthetics for utility. The necessary motion twixt macroscopic and microscopic views of matter in modern chemistry leads to the coexistence of symbolic and iconic representations. And in another way to the deliberate, creative violation of categories. (shrink)

Continental philosophy of science has developed alongside mainstream analytic philosophy of science. But where continental approaches are inclusive, analytic philosophies of science are not–excluding not merely Nietzsche’s philosophy of science but Gödel’s philosophy of physics. As a radicalization of Kant, Nietzsche’s critical philosophy of science puts science in question and Nietzsche’s critique of the methodological foundations of classical philology bears on science, particularly evolution as well as style (in art and science). In addition to the critical (in Mach, Nietzsche, Heidegger (...) but also Husserl just to the extent that continental philosophy of science tends to depart from a reflection on the crisis of foundations), other continental philosophies of science include phenomenology (Husserl, Bachelard, Merleau‐Ponty, etc.) and hermeneutics (Heidegger, Gadamer, Heelan, etc.), especially incorporating history of science (Nietzsche, Mach, Duhem, Butterfield, Feyerabend, etc.). Examples are drawn from the philosophy of sciences (chemistry, geology, and biology) other than physics. (shrink)

The question of how the university can relate to the world is centuries old. The poles of the debate can be characterized by the plea for an increasing instrumentalization of the university as a producer and provider of useful knowledge on the one hand (cf. the knowledge factory), and the defense of the university as an autonomous space for free inquiry and the pursuit of knowledge for knowledge’s sake on the other hand (cf. the ivory tower). Our current global predicament, (...) however, forces us to rethink the relation between university and world. Indeed, an easy nstrumentalization of the university for the purposes of society is no longer possible in troubled times when the future of society itself seems to be at stake. Nevertheless, urgent societal concerns do need to be addressed by the university. Hence, the disinterested position seems a highly irresponsible option. The aim of this dissertation is to reconsider the relation between the university and the world from an educational perspective by addressing the question “How to situate study in the relation between university and society?” The dissertation consists of three parts. In Part One, the existing literature on the relation between university and society will be discussed. The first chapter discerns two main approaches to this issue, namely the transcendental-philosophical approach (cf. the idea of the university) and the critical-sociological approach (cf. academic capitalism) that conceive of the university, respectively, as an idea and as an organization. By means of an excursus on the emergence of the university in the Middle Ages, the case is made for an ecological approach to the university. In the second chapter, the work of two authors who have recently adopted such an ecological approach is briefly presented. Whereas Ronald Barnett’s theory of the ecological university is situated more in the transcendental-philosophical tradition, Susan Wright’s investigations of the university in the knowledge ecology can be placed in the critical-sociological tradition. Both conceptions, however, are hinged on an institutional understanding of the university. In line with recent developments in social theory, namely the focus on practices, it is proposed to work towards an ecology of study practices. Part Two presents Isabelle Stengers’ idea of the ecology of practices. The third chapter elucidates Stengers’ work on scientific practices by first situating it within the so-called Science Wars, which provided the impetus to elaborate a theoretical framework for a civilized dialogue between scientists and the broader public. The basic tenets and concepts of her approach, such as the understanding of practice as a set of requirements and obligations, are presented, explained, and discussed. In the fourth chapter, the focus shifts from scientific practices to study practices. Assisted by Stengers’ writings on Whitehead’s speculative philosophy, this chapter aims to flesh out Whitehead’s description of the university as a ‘home of adventures’ in order to come to an educational understanding of the study practices of the university. A conceptual inquiry into how study practices activate certain worldly problems and turn them into matters of study is presented. Part Three develops the conceptual work on study practices further in relation to the activities of the Palestinian experimental university Campus in Camps. Chapter Five presents the work of Campus in Camps and explains how it relates to the theoretical discussion offered in the second part. On the basis of Stengers’ conception of practice, which discerns requirements and obligations as vital ingredients, this chapter argues that life in exile is what drives the study practices of Campus in Camps, and hence, that it is the issue of life in exile that participants are obligated to when they study. Whereas Chapter Five is focused on what is being studied in Campus in Camps, Chapter Six inquires in to the specific requirements its activities need to fulfill in order to be study practices; in other words, how the participants study. Four requirements are discerned that, taken together, seem indispensable to understand the study practices of Campus in Camps; namely, storytelling, comparing, mapmaking, and using. The concluding chapter returns to the research question and again takes up the main ideas developed in the dissertation, such as the adventure of study and the cohabitation of scientific and study practices in the university. The last two sections of the conclusion deal with two remaining issues of a more practical nature; namely, how to relate to institutionalization when working from a practice-theoretical point of view, and lastly the question of what can be done. In all, and returning to the initial problem, the dissertation asks what it means to conceive of the university as situated by and engaged with worldly questions. (shrink)

Continental philosophies of science tend to exemplify holistic themes connecting order and contingency, questions and answers, writers and readers, speakers and hearers. Such philosophies of science also tend to feature a fundamental emphasis on the historical and cultural situatedness of discourse as significant; relevance of mutual attunement of speaker and hearer; necessity of pre-linguistic cognition based in human engagement with a common socio-cultural historical world; role of narrative and metaphor as explanatory; sustained emphasis on understanding questioning; truth seen as horizonal, (...) aletheic, or perspectival; and a tolerance for paradoxical and complex forms of expression. Continental philosophy of science is thus more comprehensive than philosophy of science in the analytic tradition, including (and as analytic philosophy of science does not tend to include) perspectives on the history of science as well as the social and practical dimensions of scientific discovery. Where analytic philosophy is about reducing or, indeed, eliminating the perennial problems of philosophy, Continental philosophy is all about thinking and that will mean, as both Heidegger and Nietzsche emphasize, making such problems more not less problematic. (shrink)

This special issue aims to redress the balance and to open up Gaston Bachelard's work beyond a small in-crowd of experts and aficionado’s in France. It aims to stimulate the discovery of new and understudied aspects of Bachelard’s work, including aspects of the intellectual milieu he was working in. Fortunately, for this purpose we were able to rely both on renowned Bachelard specialists, such as Hans-Jörg Rheinberg-er, Cristina Chimisso and Dominique Lecourt, as well as on a number of younger scholars (...) who are discovering their work in a different intellectual context. At the same time we also want to reassess the value of this oeuvre, which also entails examining the reasons and causes of the relative neglect of Bachelard’s work in recent times. Has it exhausted its possibilities? Does it have intrinsic limitations that have contributed to the eclipse, as some influential, mainly French, philoso-phers have more or less explicitly suggested? (shrink)