This paper is about the metaphysical debate whether objects persist over time by the selfsame object existing at different times (nowadays called “endurance” by metaphysicians), or by different temporal parts, or stages, existing at different times (called “perdurance”). I aim to illuminate the debate by using some elementary kinematics and real analysis: resources which metaphysicians have, surprisingly, not availed themselves of. There are two main results, which are of interest to both endurantists and perdurantists. (1) I describe a precise formal (...) equivalence between the way that the two metaphysical positions represent the motion of the objects of classical mechanics (both point-particles and continua). (2) I make precise, and prove a result about, the idea that the persistence of objects moving in a void is to be analysed in terms of tracking the continuous curves in spacetime that connect points occupied by matter. The result is entirely elementary: it is a corollary of the Heine–Borel theorem. (shrink)

A short review of some recent developments in the philosophy of physics is presented. I focus on themes which illustrate relations and points of common interest between philosophy of physics and three of its `neighboring' elds: Physics, metaphysics and general philosophy of science. The main examples discussed in these three `border areas' are decoherence and the interpretation of quantum mechanics; time in physics and metaphysics; and methodological issues surrounding the multiverse idea in modern cosmology.

Don Ihde has recently launched a sweeping attack against Husserl’s late philosophy of science. Ihde takes particular exception to Husserl’s portrayal of Galileo and to the results Husserl draws from his understanding of Galilean science. Ihde’s main point is that Husserl paints an overly intellectualistic picture of the “father of modern science”, neglecting Galileo’s engagement with scientific instruments such as, most notably, the telescope. According to Ihde, this omission is not merely a historiographical shortcoming. On Ihde’s view, it is only (...) on the basis of a distorted picture of Galileo that Husserl can “create“ the division between Lifeworld and the “world of science“, a division that is indeed fundamental for Husserl’s overall position. Hence, if successful, Ihde’s argument effectively undermines Husserl’s late philosophy of science. The aim of this paper is to show that Ihde’s criticism does not stand up to closer historical or philosophical scrutiny. (shrink)

One of the most plausible and widely discussed examples of strong emergence is molecular structure. The only detailed account of it, which has been very influential, is due to Robin Hendry and is formulated in terms of downward causation. This paper explains Hendry’s account of the strong emergence of molecular structure and argues that it is coherent only if one assumes a diachronic reflexive notion of downward causation. However, in the context of this notion of downward causation, the strong emergence (...) of molecular structure faces three challenges that have not been met and which have so far remained unnoticed. First, the putative empirical evidence presented for the strong emergence of molecular structure equally undermines supervenience, which is one of the main tenets of strong emergence. Secondly, it is ambiguous how the assumption of determinate nuclear positions is invoked for the support of strong emergence, as the role of this assumption in Hendry’s argument can be interpreted in more than one way. Lastly, there are understandings of causation which render the postulation of a downward causal relation between a molecule’s structure and its quantum mechanical entities, untenable. (shrink)

I examine two claims that arise in Brown’s account of inertial motion. Brown claims there is something objectionable about the way in which the motions of free particles in Newtonian theory and special relativity are coordinated. Brown also claims that since a geodesic principle can be derived in Einsteinian gravitation, the objectionable feature is explained away. I argue that there is nothing objectionable about inertia and that while the theorems that motivate Brown’s second claim can be said to figure in (...) a deductive-nomological explanation, their main contribution lies in their explication rather than their explanation of inertial motion. (shrink)

The deBroglie–Bohm quantum potential is the potential energy function of the wave field. The quantum potential facilitates the transference of energy from wave field to particle and back again which accounts for energy conservation in isolated quantum systems. Factors affecting energy exchanges and the form of the quantum potential are discussed together with the related issues of the absence of a source term for the wave field and the lack of a classical back reaction.

Philosophy of physics is a small but thriving research field situated at the intersection between the natural sciences and the humanities. However, what exactly distinguishes philosophy of physics from physics is rarely made explicit in much depth. We provide a detailed analysis in the form of eleven theses, delineating both the nature of the questions asked in philosophy of physics and the methodology with which they are addressed.

Advocates of the New Mechanicism in philosophy of science argue that scientific explanation often consists in describing mechanisms responsible for natural phenomena. Despite its successes, one might think that this approach does not square with the ontological strictures of quantum mechanics. New Mechanists suppose that mechanisms are composed of objects with definite properties, which are interconnected via local causal interactions. Quantum mechanics calls these suppositions into question. Since mechanisms are hierarchical it appears that even macroscopic mechanisms must supervene on a (...) set of “objects” that behave non-classically. In this paper we argue, in part by appeal to the theory of quantum decoherence, that the universal validity of quantum mechanics does not undermine neo-mechanistic ontological and explanatory claims as they occur within in classical domains. Additionally, we argue that by relaxation of certain classical assumptions, mechanistic explanatory strategies can sometimes be carried over into the quantum domain. (shrink)

The following article treats the 'applicational turn' of modern fluid dynamics as it set in at the beginning of the 20th century with Ludwig Prandtl's concept of the boundary layer. It seeks to show that there is much more to applying a theory in a highly mathematical field like fluid dynamics than deriving a special case from a general explanatory theory under particular antecedent conditions. In Prandtl's case, the decisive move was to introduce a model that provided a physical/causal conception (...) of viscous flow at high Reynolds numbers. It facilitated an approximate solution to the Navier-Stokes equations, which in turn gave rise to many special applications. After a detailed account of Prandtl's achievement, the article discusses the role of the physical model and its experimental and mathematical significance. It is shown that the mathematical simplification provided by the physical model greatly expanded the explanatory capacity of the theory which the Navier-Stokes equations alone could not provide. (shrink)

This paper is an essay review of Steven French and Harmke Kamminga (eds.), Correspondence, Invariance and Heuristics. Essays in Honour of Heinz Post (Dordrecht: Kluwer, 1993). I distinguish a varity of correspondence relations between scientific theories (exemplified by cases from the book under review) and examine how one can make sense of the the prevailing continuity in scientific theorizing.

Several advocates of the lively field of “metaphysics of science” have recently argued that a naturalistic metaphysics should be based solely on current science, and that it should replace more traditional, intuition-based, forms of metaphysics. The aim of the present paper is to assess that claim by examining the relations between metaphysics of science and general metaphysics. We show that the current metaphysical battlefield is richer and more complex than a simple dichotomy between “metaphysics of science” and “traditional metaphysics”, and (...) that it should instead be understood as a three dimensional “box”, with one axis distinguishing “descriptive metaphysics” from “revisionary metaphysics”, a second axis distinguishing a priori from a posteriori metaphysics, and a third axis distinguishing “commonsense metaphysics”, “traditional metaphysics” and “metaphysics of science”. We use this three-dimensional figure to shed light on the project of current metaphysics of science, and to demonstrate that, in many instances, the target of that project is not defined with enough precision and clarity. (shrink)

Einstein's theories of special and general relativity are unanimously praised by scientists for their extraordinary beauty to the extent that some consider the latter to be the most beautiful theory in physics. The grounds for these assertions are assessed here and it is concluded that the beauty of Einstein's theories can be attributed to two of their aspects. The first is that they incorporate all possible ingredients that constitute the beauty of theories: simplicity, symmetry, invariance, unification, etc. The second concerns (...) the perfect logical consistency of Einstein's theories, a crucial factor in the unanimous praise of their beauty. Theories other than Einstein's are also assessed here, namely, electromagnetism and the various quantum theories, and it is concluded that all these suffer from logical flaws. This has resulted in a lack of consensus among scientists with respect to their beauty. Consequently, the unanimous claim that Einstein's theories are of superior beauty as compared to other theories in physics is hereby substantiated. (shrink)

I argue that quantum mechanics is fundamentally a theory about the representation and manipulation of information, not a theory about the mechanics of nonclassical waves or particles. The notion of quantum information is to be understood as a new physical primitive—just as, following Einstein’s special theory of relativity, a field is no longer regarded as the physical manifestation of vibrations in a mechanical medium, but recognized as a new physical primitive in its own right.

This inaugural handbook documents the distinctive research field that utilizes history and philosophy in investigation of theoretical, curricular and pedagogical issues in the teaching of science and mathematics. It is contributed to by 130 researchers from 30 countries; it provides a logically structured, fully referenced guide to the ways in which science and mathematics education is, informed by the history and philosophy of these disciplines, as well as by the philosophy of education more generally. The first handbook to cover the (...) field, it lays down a much-needed marker of progress to date and provides a platform for informed and coherent future analysis and research of the subject. -/- The publication comes at a time of heightened worldwide concern over the standard of science and mathematics education, attended by fierce debate over how best to reform curricula and enliven student engagement in the subjects There is a growing recognition among educators and policy makers that the learning of science must dovetail with learning about science; this handbook is uniquely positioned as a locus for the discussion. -/- The handbook features sections on pedagogical, theoretical, national, and biographical research, setting the literature of each tradition in its historical context. Each chapter engages in an assessment of the strengths and weakness of the research addressed, and suggests potentially fruitful avenues of future research. A key element of the handbook’s broader analytical framework is its identification and examination of unnoticed philosophical assumptions in science and mathematics research. It reminds readers at a crucial juncture that there has been a long and rich tradition of historical and philosophical engagements with science and mathematics teaching, and that lessons can be learnt from these engagements for the resolution of current theoretical, curricular and pedagogical questions that face teachers and administrators. (shrink)

Einstein acknowledged that his reading of Hume influenced the development of his special theory of relativity. In this article, I juxtapose Hume’s philosophy with Einstein’s philosophical analysis related to his special relativity. I argue that there are two common points to be found in their writings, namely an empiricist theory of ideas and concepts, and a relationist ontology regarding space and time. The main thesis of this article is that these two points are intertwined in Hume and Einstein.

The subject of this essay-based dissertation is Hume’s natural philosophy. The dissertation consists of four separate essays and an introduction. These essays do not only treat Hume’s views on the topic of natural philosophy, but his views are placed into a broader context of history of philosophy and science, physics in particular. The introductory section outlines the historical context, shows how the individual essays are connected, expounds what kind of research methodology has been used, and encapsulates the research contributions of (...) the essays. The first essay treats Newton’s experimentalist methodology in gravity research and its relation to Hume’s causal philosophy. It is argued that Hume does not see the relation of cause and effect as being founded on a priori reasoning, similar to the way in which Newton criticized non-empirical hypotheses about the causal properties of gravity. Contrary to Hume’s rules of causation, the universal law does not include a reference either to contiguity or succession, but Hume accepts it in interpreting the force and the law of gravity instrumentally. The second article considers Newtonian and non-Newtonian elements in Hume more broadly. He is sympathetic to many prominently Newtonian themes in natural philosophy, such as experimentalism, critique of hypotheses, inductive proof, and the critique of Leibnizian principles of sufficient reason and intelligibility. However, Hume is not a Newtonian philosopher in many respects: his conceptions regarding space and time, the vacuum, the specifics of causation, the status of mechanism, and the reality of forces differ markedly from Newton’s related conceptions. The third article focuses on Hume’s Fork and the proper epistemic status of propositions of mixed mathematics. It is shown that the epistemic status of propositions of mixed mathematics, such as those concerning laws of nature, is that of matters of fact. The reason for this is that the propositions of mixed mathematics are dependent on the Uniformity Principle. The fourth article analyzes Einstein’s acknowledgement of Hume regarding special relativity. The views of the scientist and the philosopher are juxtaposed, and it is argued that there are two common points to be found in their writings, namely an empiricist theory of ideas and concepts and a relationist ontology regarding space and time. (shrink)

Science has always engaged with the worldviews of societies and cultures. The theme is of particular importance at the present time as many national and provincial education authorities are requiring that students learn about the nature of science (NOS) as well as learning science content knowledge and process skills. NOS topics are being written into national and provincial curricula. Such NOS matters give rise to at least the following questions about science, science teaching and worldviews: -/- What is a worldview? (...) -/- Does science have a worldview? -/- Are there specific ontological, epistemological and ethical prerequisites for the conduct of science? -/- Does science lack a worldview but nevertheless have implications for worldviews? -/- How can scientific worldviews and practice be reconciled with seemingly discordant religious and cultural worldviews? -/- In which ways do the worldviews of students impact on their interest and learning of science? -/- Should science teachers engage with the worldviews of students? -/- In addition to the NOS curricular impetus for refining understanding of science and worldviews, there are also pressing cultural and social forces that give prominence to questions about science, worldviews and education. There is something of an avalanche of popular literature on the subject that teachers and students are variously engaged by. Additionally the modernisation and science-based industrialisation of huge non-Western populations whose traditional religions and beliefs are different from those that have been associated with orthodox science make very pressing the questions of whether, and how, science is committed to and hence promotes particular worldviews and contradicts others. Hopefully this chapter, and others in the section, will contribute to a more informed understanding of the relationship between science, worldviews and education and provide assistance to teachers who are routinely engaged with the subject. (shrink)

This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies). (shrink)

In this paper, I would like to show that considering technological models as they arise in engineering disciplines can greatly enrich the philosophical perspective on models. In fluid mechanics, (at least) three types of models are distinguished: mathematical, computer and physical models. Very often, the choice of a particular mathematical, computer or physical model highly affects the type of solutions and the computational time needed for it. Technological models not only aim at a correct description of the physical phenomena, but (...) also for an efficient and accurate simulation. The problem arises how heterogeneous models of an engineering problem can be brought together and be compared to each other as regards their function and technological efficiency. There are two developments in the history of fluid mechanics that have greatly influenced the use of models in the field: The introduction of the concept of the boundary layer by Ludwig Prandtl in 1904 made it possible to apply ideal analytical solutions, which at the time were almost entirely based on Euler’s equations for inviscid fluids, to interesting real cases and to approximate the theoretical Navier-Stokes equations to practical engineering problems, i.e. to cases at high Reynolds numbers. This made it possible to link the empirical tradition of hydraulics with the theoretical tradition of analytical mechanics and therefore lead to a kind of equilibrium in the use of mathematical and physical models. In the 1970s the introduction of the computer has greatly pushed back the importance of both physical and mathematical (analytic) models alike without making them superfluous. There remain, however, three different ways to conceive of physical models in fluid mechanics, and thus of the experimental ingredient, depending on whether they are devised from an analytical, computational or measurement theoretical point of view. Yet even inside the tradition of computer simulation, different practices have formed according to the programming methods used. The choice of method either depends on considerations of efficiency in terms of costs and time, or on historically contingent factors, like availability of instruments and programming packages or the arbitrary choice of a forerunner. Seen from a technological point of view the factors that make models “autonomous agents” and thus (relatively) independent from theory depend on efficiency constraints. Models are means to solve problems in a certain practical perspective by the most efficient means available. To develop a model is a “fast and frugal way” to get to grips with a certain region of reality, whereas the theoretical approach stresses the importance of universal features. (shrink)