Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a Neurathian perspective education is (...) a key-moment of the scientific enterprise without which science itself is in danger of going astray and no scientific outlook is promoted in the society at large. Such an anti-Cartesian attitude is a leitmotiv of the whole Neurath’s production and characterizes his fundamental approach to the sense of modernity. For this reasons, despite all its shortcomings, Neurath’s proposal represents a very promising option for a new agenda of the modernity away from Descartes’ spell. By elaborating on Neurath’s (and Dewey’s) insights, the paper puts forward the idea that philosophy of science (such as it was originated by neopositivism in its Reichenbachian version) should give way to an educational philosophy of science which could allow us “to bring the genuine modern into existence”. (shrink)

The project of naturalising phenomenology is examined within the larger context of the philosophy of science. Transcendental phenomenology, as defended by Husserl, in opposition to the naturalistic enterprise, reflects a particular way of thinking about philosophy and its relationship to the empirical sciences that stands as an obstacle to the project of naturalisation. This paper develops a critique of a basic assumption made in this conception of philosophy, namely that it is possible to ask and answer questions concerning knowledge in (...) the abstract, prior to and independently of the various investigative contexts which are the immediate concern of practicing scientists. To successfully naturalise phenomenology, we need to abandon this conception of philosophy. (shrink)

Two major reasons feminists are concerned with science relate to science's social effects: that science can be a powerful ally in the struggle for equality for women; and that all too frequently science has been a generator and perpetuator of inequality. This concern with the social effects of science leads feminists to a different mode of appraising science from the purely epistemic one prized by most contemporary philosophers of science. The upshot, I suggest, is a new program for philosophy of (...) science, a program for a socially responsible philosophy of science. (shrink)

A review of Jordy Cat & Adam Tamás Tuboly (eds.), Neurath Reconsidered: New Sources and Perspectives (Springer 2019).

The relationship between economics and the philosophy of natural science has changed substantially during the last few years. What was once exclusively a one-way relationship from philosophy to economics now seems to be much closer to bilateral exchange. The purpose of this paper is to examine this new relationship. First, I document the change. Second, I examine the situation within contemporary philosophy of science in order to explain why economics might have its current appeal. Third, I consider some of the (...) issues that might jeopardize the success of this philosophical project. (shrink)

Gomes-Nelson_Physicalism-and-early-behaviourism.

This paper recommends that chemistry educators shift to a different ‘idea of nature’, an alternative ‘worldview.’ Much of contemporary science and technology deals in one way or another with dynamic coherences that display novel and important properties. The notion of how the world works that such studies and practices generate (and require) is quite different from the earlier concepts that are now integrated into science education. Eventual success in meeting contemporary technological and social challenges requires general diffusion of an overall (...) outlook that focuses on creative generation of novel and useful coherences, replacing a worldview that concentrates on analysis of pre-existing items to minimum constituents. Such a shift in emphasis would amount to general adoption of a new basic model of how nature functions. Chemistry educators can and should provide leadership for this urgently-needed development. (shrink)

Neste artigo apresentamos as propostas de Otto Neurath para o problema da unidade da ciência. Conhecido integrante do Círculo de Viena, Neurath defende que a ciência deve ser unificada por meio da chamada concepção de mundo científica, uma orientação ou atitude em relação ao mundo e aos problemas que é característica da ciência. Neste artigo apresentamos o caráter social dos projetos de Neurath, como o da Enciclopédia Internacional da Ciência Unificada. Contrastamos a proposta de Neurath com a crítica pós-modernista da (...) abordagem contextualizada dos estudos sobre a ciência. Essa crítica parte de estudos de comunidades científicas e, em geral, apresenta a conclusão de que não há um fator que unifique a ciência. O termo "ciência" denotaria apenas uma coleção de atividades sem características relevantes em comum. A comparação feita mostra que a posição de Neurath é compatível com a abordagem contextualizada, apesar de defender a unidade da ciência. Por fim, avaliamos o aspecto político da proposta de Neurath diante da crítica pós-moderna e notamos que as ideias do Círculo de Viena e da Enciclopédia podem ser valiosas nos dias de hoje. This paper discusses Otto Neurath's proposal for the problem of the unity of science. This author, a well-known member of the Vienna Circle, proposes that science is to be unified by the so-called scientific world-conception, a characteristic orientation or attitude of science towards the world and the problems it deals with. In this paper, emphasis is given to the social aspect of Neurath's projects, as found, for instance, in the International Encyclopedia of Unified Science. It contrasts Neurath's proposal with the post-modernist criticism, developed in the contextualized approach to science studies, that stems from studies of scientific communities and, in general, presents the conclusion that there is no unifying factor for science. The term 'science' would then denote just a collection of activities with no relevant common characteristics. The comparison made shows that Neurath's position is compatible with the contextualized approach, even though he defends the unity of science. Finally, the political aspect of Neurath's proposal is evaluated in the light of the post-modernist criticism, and it is pointed out that the ideas of the Vienna Circle and the Encyclopedia might be valuable nowadays. (shrink)

(No abstract is available for this citation).

Wolfgang Spohn’s Frege prize lecture, like the work on which it is based, is a tour de force of rich, elegant, coherent argument about how the projected world that we experience is constructed. But we do not live in this projected world nor reason about it. The things Spohn constructs are there from the start—or so my Stanford School pragmatism teaches. This paper explores a deep difference in philosophical approaches—Spohn’s elegant proofs versus the stocky, tangled arguments I advocate—and illustrates how (...) these play out in far more detailed disputes about the nature of causality and causal inference. (shrink)

What Is Race? Evidence from Scientists is a picture book for schoolchildren published by UNESCO as part of its high-profile campaign on race. The 87-page, oblong, soft-cover booklet contains bold, semi-abstract, pared-down images accompanied by text, devised to make scientific concepts ‘more easily intelligible to the layman’. Produced by UNESCO’s Department of Mass Communication, the picture book represents the organization’s early-postwar confidence in the power of scientific knowledge as a social remedy and diplomatic tool. In keeping with a significant component (...) of the race campaign, What Is Race? presented genetics as the route to an enlightened, scientific, non-prejudiced understanding of race. This article seeks to explain the book’s management, aesthetics and framing in the context of postwar disciplinary and international politics. Viewing UNESCO’s race campaign as a high point for an internationalist ideology of mass education, this article also analyses the visual and literary arguments of What Is Race? and proposes that the enduring image of genetics as technical and neutral knowledge was in part shaped by UNESCO’s efforts to communicate scientific authority to an apparently ‘popular’ audience. (shrink)

The "standard account" of Wittgenstein’s relations with the Vienna Circle is that the early Wittgenstein was a principal source and inspiration for the Circle’s positivistic and scientific philosophy, while the later Wittgenstein was deeply opposed to the logical empiricist project of articulating a "scientific conception of the world." However, this telegraphic summary is at best only half-true and at worst deeply misleading. For it prevents us appreciating the fluidity and protean character of their philosophical dialogue. In retrospectively attributing clear-cut positions (...) to Wittgenstein and his interlocutors, it is very easy to read back our current understanding of familiar distinctions into a time when those terms were used in a much more open-ended way. The paper aims to to provide a broader perspective on this debate, starting from the protagonists’ understanding of their respective positions. Too often, the programmatic statements about the nature of their work that are repeated in manifestoes, introductions, and elementary textbooks have occupied center stage in the subsequent secondary literature. Consequently, I focus on a detailed examination of a turning point in their relationship. That turning point is Wittgenstein's charge, in the summer of 1932, that a recently published paper of Carnap's, "Physicalistic Language as the Universal Language of Science", made such extensive and unacknowledged use of Wittgenstein's own ideas that Wittgenstein would, as he put it in a letter to Schlick, "soon be in a situation where my own work shall be considered merely as a reheated version or plagiarism of Carnap’s." While the leading parties in this dispute shared a basic commitment to the primacy of physicalistic language, and the view that all significant languages are translatable, there was a remarkable lack of mutual understanding between them, and deep disagreement about the nature of the doctrines they disputed. Three quarters of a century later, we are so much more conscious of the differences that separated them than the points on which they agreed that it takes an effort of historical reconstruction to appreciate why Wittgenstein once feared that his own work would be regarded as a pale shadow of Carnap’s. (shrink)

In this talk I present the main results from Anta (2021), namely, that the theoretical division between Boltzmannian and Gibbsian statistical mechanics should be understood as a separation in the epistemic capabilities of this physical discipline. In particular, while from the Boltzmannian framework one can generate powerful explanations of thermal processes by appealing to their microdynamics, from the Gibbsian framework one can predict observable values in a computationally effective way. Finally, I argue that this statistical mechanical schism contradicts the Hempelian (...) (1958) thesis that the predictive power of a scientific theory is directly proportional to its explanatory potential, and vice versa. (shrink)

: The logical empiricists in Vienna and their Swedish counterparts in Uppsala shared a scientific ethos that underlined the philosophical academics as representatives for universalism, disinterest, professional loyalty, organized scepticism and public interest. Rudolf Carnap, Axel Hägerström and Ingemar Hedenius regarded themselves as intellectuals, offering their philosophical tools to society. However, when the scientific ethos was articulated by Robert Merton in 1942, the circumstances had drastically changed. The European tradition was left behind. However, the claim is that neither the professionalism, (...) nor the specialized epistemology in analytical philosophy necessarily alienated the philosopher from the public. The gap occurred when the epistemology ceased to be cultural meaningful, as a part of the spirit of the time. The modernistic spirit promoted the ethos of intellectuality. In the 1960s a new ethos took over: the philosophers as purely academic professional experts, in US and Sweden. (shrink)

Neo-positivism is dead. Let that imperfect designation stand for the project that dominated and defined the philosophy of science, especially in its Anglophone form, during the fifty or so years following the end of the Second World War. While its critics were many,1 its death was slow, and some think still to find a pulse.2 But die it did in the cul-de-sac into which it was led by its own faulty compass.