Like works of literature, thought experiments present fictional narratives that prompt reflection in their readers. Because of these and other similarities, a number of philosophers have argued for a strong analogy between works of literary fiction and thought experiments, some going so far as to say that works of literary fiction are a species of thought experiment. These arguments are often used in defending a cognitivist position with regard to literature: thought experiments produce knowledge, so works of literary fiction can (...) too. This article concedes that works of literary fiction can be put to use in thought experiments, but not in a way that is helpful to the cognitivist. In particular, it draws three disanalogies in the ways we engage critically with thought experiments and with literary fictions. First, we use thought experiments to make arguments; second, we read thought experiments in strongly allegorical terms; and third, the terms of criticism we apply to thought experiments and to works of literature differ. Although these disanalogies present problems for the cognitivist position, they also give us a sharper picture of the distinctive educative potential of works of literary fiction. (shrink)

In order to carry out “a great and important piece of work, and that in a complete and lasting way”, Kant claims that one must join one’s “effort with that of the author”. The reading of a work, therefore, must try to embrace “the articulation or structure of the system, which yet matters most when it comes to judging its unity and soundness”. This structure and articulation, however, may not be so easily accessible; it may, rather, be latent under “bright (...) colours [that] paint over and make unrecognizable” the argument’s essence, often confusing the reader, who “cannot quickly enough attain a survey of the whole”. Now, it would be expected, then, that Kant, condemning such “ornaments”, would not employ those resources I n his writings. However, it is curious that not infrequently he makes use of such “bright colours”. The present paper aims at pointing out some passages of Kant's theoretical and practical philosophy in which it is possible to identify such “colouring”. (shrink)

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)

In this panel, we explore the future of value sensitive design (VSD). The stakes are high. Many in public and private sectors and in civil society are gradually realizing that taking our values seriously implies that we have to ensure that values effectively inform the design of technology which, in turn, shapes people’s lives. Value sensitive design offers a highly developed set of theory, tools, and methods to systematically do so.

This essay attempts to demonstrate that it is doubtful if Galileo's famous thought experiment concerning falling bodies in his 'Dialogues Concerning Two New Sciences' (Galileo 1954: 61-64) actually does succeed in proving that Aristotle was wrong in claiming that "bodies of different weight […] move […] with different speeds which stand to one another in the same ratio as their weights," (Galileo 1954: 61). (Part I); and further that it is likewise doubtful that that argument does or even can establish (...) Galileo's own famous 'Law of Falling Bodies,' viz., that regardless of their weight all bodies fall with the same speed. (Part II). (shrink)

The growing literature on philosophical thought experiments has so far focused almost exclusively on the role of thought experiments in confirming or refuting philosophical hypotheses or theories. In this paper we draw attention to an additional and largely ignored role that thought experiments frequently play in our philosophical practice: some thought experiments do not merely serve as means for testing various philosophical hypotheses or theories, but also serve as facilitators for conceiving and articulating new ones. As we will put it, (...) they serve as ‘heuristics for theory discovery’. Our purpose in the paper is two-fold: to make a case that this additional role of thought experiments deserves the attention of philosophers interested in the methodology of philosophy; to sketch a tentative taxonomy of a number of distinct ways in which philosophical thought experiments can aid theory discovery, which can guide future research on this role of thought experiments. (shrink)

Without doubt, there is a widespread usage of visualisations in science. However, what exactly the _epistemic status_ of these visual representations in science may be remains an open question. In the following, I will argue that at least some scientific visualisations are indispensible for our cognitive processes. My thesis will be that, with regard to the activity of _learning_, visual representations are of relevance in the sense of contributing to the aim of _scientific_ _understanding_. Taking into account that understanding can (...) be regarded as an epistemic desideratum in its own right, I will argue that, at least in some instances, no understanding can be achieved without the aid of visualisations. Consequently, they are of crucial importance in this process. Moreover, to support this thesis we will make use of some findings in educational psychology. (shrink)

This paper focuses on the linguistic evidence base provided by proponents of conceptualism (e.g., Chomsky) and rational realism (e.g., Katz) and challenges some of the arguments alleging that the evidence allowed by conceptualists is superior to that of rational realists. Three points support this challenge. First, neither conceptualists nor realists are in a position to offer direct evidence. This challenges the conceptualists’ claim that their evidence is inherently superior. Differences between the kinds of available indirect evidence will be discussed. Second, (...) at least some of the empirical evidence provided by the conceptualist is flawed. It is not obtained independently of theoretical commitments, alternative interpretations have not been ruled out, and some of the thought experiments intended to extend the evidence base are conceptually flawed. Third, the widely held assumption that rational realism disallows empirical evidence relevant to linguistics is dubious. It will be shown that the limitation imposed by rational realism concerns strictly formal linguistics. The rationalist realist has no reason to impose any restriction on the evidence relevant to psycholinguistics. I conclude that it is a mistake to dismiss realism based on the assumption that it imposes undue restrictions on evidence that is relevant to linguistics. (shrink)

Abstract Thought experimentation is part of accepted scientific practice, and this makes it surprising that philosophers of science did not seriously engage with it for a very long time. The situation changed in the 1990s, resulting in a highly intriguing debate over thought experiments. Initially, the discussion focused mostly on thought experiments in physics, philosophy, and mathematics. Other disciplines have since become the subject of interest. Yet, nothing substantial has been said about the role of thought experiments in nonphilosophical theology. (...) This paper discusses the role of thought experiments in Christian theology in comparison to their role in quantum physics, as mentioned by John Polkinghorne in Quantum Physics and Theology. We first look briefly at the history of the inquiry into thought experiments and then at Polkinghorne's remarks about the role of thought experimentation in quantum physics and Christian eschatology. To determine the actual importance of thought experiments in Christian theology a number of new examples are introduced in a third step. In the light of these examples, in a fourth step, we address the question of what it is that explains the cognitive efficacy of thought experiments in quantum physics and Christian theology. (shrink)

Speculative design is a subsidiary field of critical design practice. It generally involves developing scenarios based on a central object, often a prototype. Because it is concerned with alternative present and future states, many acknowledge the potential of speculative design for raising critical discussion and public engagement on science, technology, and society. In this article, we ask how the analogy of speculative design to thought experiments highlights or problematizes certain aspects of speculative design. Building on the work of Anthony Dunne (...) and Fiona Raby, we answer this question through a comparative conceptual analysis of speculative design and thought experimentation as they are understood in their original contexts. We go on to create a theoretical framework applied to four cases: Metamorphism; Walden, a game; The Substitute; and GoatMan. We argue that understanding speculative design by analogy to thought experiments could help design practitioners better achieve the aim of public engagement, enabling a more inclusive and nuanced discussion about the form and style of speculative design. (shrink)

This paper develops a Fragmentalist theory of Presentism and shows how it can help to develop a interpretation of quantum mechanics. There are several fragmental interpretations of physics. In the interpretation of this paper, each quantum system forms a fragment, and fragment f1 makes a measurement on fragment f2 if and only if f2 makes a corresponding measurement on f1. The main idea is then that each fragment has its own present (or ‘now’) until a mutual quantum measurement—at which time (...) they come (‘become’) to share the same ‘now’. The theory of time developed here will make use of both McTaggart’s A-series (in the form of future-present-past) and B-series (earlier-times to later-times). An example of an application is that a Bell pair of electrons does not take on definite spin values until measurement because the measuring system and the Bell pair do not share the same present (‘now’) until mutual quantum measurement, i.e. until they ‘become’ to share the same A-series. Before that point the ‘now’ of the opposing system is not in the reference system’s fragment. Relativistic no-signaling is preserved within each fragment, which will turn out to be sufficient for the general case. Several issues in the foundations of quantum mechanics are canvassed, including Schrodinger’s cat, the Born rule, modifications to Minkowski space that accommodate both the A-series and the B-series, and entropy. (shrink)

Modeling and computer simulations, we claim, should be considered core philosophical methods. More precisely, we will defend two theses. First, philosophers should use simulations for many of the same reasons we currently use thought experiments. In fact, simulations are superior to thought experiments in achieving some philosophical goals. Second, devising and coding computational models instill good philosophical habits of mind. Throughout the paper, we respond to the often implicit objection that computer modeling is “not philosophical.”.

Proponents of the “negative program” in experimental philosophy have argued that judgements in philosophical cases, also known as case judgements, are unreliable and that the method of cases should be either strongly constrained or even abandoned. Here we put one of the main proponent’s account of why philosophical cases may cause the unreliability of case judgements to the test. We conducted our test with thought experiments from physics, which exhibit the exact same supposedly “disturbing characteristics” of philosophical cases.

Computer simulations and experiments share many important features. One way of explaining the similarities is to say that computer simulations just are experiments. This claim is quite popular in the literature. The aim of this paper is to argue against the claim and to develop an alternative explanation of why computer simulations resemble experiments. To this purpose, experiment is characterized in terms of an intervention on a system and of the observation of the reaction. Thus, if computer simulations are experiments, (...) either the computer hardware or the target system must be intervened on and observed. I argue against the first option using the non-observation argument, among others. The second option is excluded by e.g. the over-control argument, which stresses epistemological differences between experiments and simulations. To account for the similarities between experiments and computer simulations, I propose to say that computer simulations can model possible experiments and do in fact often do so. (shrink)

This chapter will discuss the role of thought experiments in science and in science teaching. The constructive and destructive roles played by thought experiments in the construction of scientific theories can be used in science teaching to help students to understand the processes of science. In addition, they have potential to be used as a teaching tool for developing students’ conceptual understanding. The use of thought experiments can also increase students’ interest in science and help them in understanding situations beyond (...) their everyday experiences. It has been reported elsewhere that the use of thought experiments in science teaching may be challenging for both teachers and students. Despite the recent increase in research activities with respect to thought experiments in science education, further systematic research work is still needed for the most effective methods to be discovered of how best to use thought experiments in science teaching. Of particular importance will be studies that focus on science teachers’ understanding of thought experiments and their actual use in a classroom environment. (shrink)

By carefully examining one of the most famous thought experiments in the history of science—that by which Galileo is said to have refuted the Aristotelian theory that heavier bodies fall faster than lighter ones—I attempt to show that thought experiments play a distinctive role in scientific inquiry. Reasoning about particular entities within the context of an imaginary scenario can lead to rationally justified concluusions that—given the same initial information—would not be rationally justifiable on the basis of a straightforward argument.

This paper motivates, explains, and defends a new account of the content of thought experiments. I begin by briefly surveying and critiquing three influential accounts of thought experiments: James Robert Brown’s Platonist account, John Norton’s deflationist account that treats them as picturesque arguments, and a cluster of views that I group together as mental model accounts. I use this analysis to motivate a set of six desiderata for a new approach. I propose that we treat thought experiments primarily as aesthetic (...) objects, specifically fictions, and then use this analysis to characterize their content and ultimately assess their epistemic success. Taking my starting point from Kendall Walton’s account of representation (Mimesis as make-believe, Harvard University Press, Cambridge, 1990), I argue that the best way to understand the content of thought experiments is to treat them as props for imagining fictional worlds. Ultimately, I maintain that, in terms of their form and content, thought experiments share more with literary fictions and pictorial representations than with either argumentation or observations of the Platonic realm. Moreover, while they inspire imaginings, thought experiments themselves are not mental kinds. My approach redirects attention towards what fixes the content of any given thought experiment and scrutinizes the assumptions, cognitive capacities and conventions that generate them. This view helps to explain what seems plausible about Brown’s, Norton’s, and the mental modelers’ views. (shrink)

How can thought experiments lead to new empirical knowledge if they do not make use of empirical information? This puzzle has been widely discussed in the philosophy of science. It arises in conceptual metaphor research as well and is especially important for the clarification of its empirical foundations. The aim of the paper is to suggest a possible solution to the puzzle of thought experiments in conceptual metaphor research. The solution rests on the application of a novel metatheoretical framework that (...) conceives of linguistic theorizing as a process of plausible argumentation. The central idea of the solution is that through the dynamic feedback mechanism of the cyclic, prismatic and retrospective re-evaluation of information, thought experiments in conceptual metaphor research may indirectly supply the process of plausible argumentation with empirical knowledge. (shrink)

Brown (The laboratory of the mind. Thought experiments in the natural science, 1991a , 1991b ; Contemporary debates in philosophy of science, 2004 ; Thought experiments, 2008 ) argues that thought experiments (TE) in science cannot be arguments and cannot even be represented by arguments. He rest his case on examples of TEs which proceed through a contradiction to reach a positive resolution (Brown calls such TEs “platonic”). This, supposedly, makes it impossible to represent them as arguments for logical reasons: (...) there is no logic that can adequately model such phenomena. (Brown further argues that this being the case, “platonic” TEs provide us with irreducible insight into the abstract realm of laws of nature). I argue against this approach by describing how “platonic” TEs can be modeled within the logical framework of adaptive proofs for prioritized consequence operations. To show how this mundane apparatus works, I use it to reconstruct one of the key examples used by Brown, Galileo’s TE involving falling bodies. (shrink)

It is often claimed that scientists can obtain new knowledge about nature by running computer simulations. How is this possible? I answer this question by arguing that computer simulations are arguments. This view parallels Norton’s argument view about thought experiments. I show that computer simulations can be reconstructed as arguments that fully capture the epistemic power of the simulations. Assuming the extended mind hypothesis, I furthermore argue that running the computer simulation is to execute the reconstructing argument. I discuss some (...) objections and reject the view that computer simulations produce knowledge because they are experiments. I conclude by comparing thought experiments and computer simulations, assuming that both are arguments. (shrink)

The aim of this paper is to show that scientific thought experiments and works of science fiction are highly suitable tools for facilitating and increasing understanding of science. After comparing one of Einstein’s most famous thought experiments with the science fiction novel “The Forever War”, I shall argue that both proceed similarly in making some of the more outlandish consequences of special relativity theory intelligible. However, as I will also point out, understanding in thought experiments and understanding in science fiction (...) differ in one important respect: While the former aim at what I shall call “physical understanding”, science fiction novels typically have “existential understanding” as their target. (shrink)

This is an introduction to a special issue of Perspectives on Science, the outcome of a workshop entitled "Thought Experiments in Science: Four Blind Spots," held at the University of Toronto, March 23rd, 2012. The recent revival in philosophical study of thought experiments has been limited to fields like epistemology, science studies, and metaphilosophy. With this issue we hope to facilitate a discussion about how some other disciplinary perspectives might bear on the subject; specifically, the history of philosophy, literary studies, (...) phenomenology and cognitive science. (shrink)

The practice of thought experimentation plays a central role in contemporary philosophical methodology. Many philosophers rely on thought experimentation as their primary and even sole procedure for testing theories about the natures of properties and relations. This test procedure involves entertaining hypothetical cases in imaginative thought and then undergoing intuitions about the distribution of properties and relations in them. A theory’s comporting with an intuition is treated as evidence in favour of it; but a clash is treated as evidence against (...) the theory and may even be regarded as falsifying it. -/- The epistemic power of thought experimentation is mysterious. How can experiments carried out within the mind enable us to discover truths about the natures of properties and relations like knowledge, causation, personal identity, reference, meaning, consciousness, beauty, justice, morality, and free will? This epistemological challenge is urgent, but a model of philosophical thought experimentation would seem to be a necessary propaedeutic to any serious discussion of it. An adequate model would make the relevant test procedure explicit, thereby assisting in the identification of points of potential epistemic vulnerability. -/- In this monograph I advance the propaedeutical model-building work already done by Timothy Williamson, Anna-Sara Malmgren, and Jonathan Ichikawa and Benjamin Jarvis. Following the lead of these philosophers, I focus on a single Gettier-style thought experiment and the problem of identifying the real content of the Gettier intuition. My first contribution is to establish the inadequacy of all of the existing models. Each of them, I argue, fails to solve the content problem. It emerges from my discussion, however, that Ichikawa and Jarvis’s truth in fiction approach holds out the prospect of a solution. -/- My second contribution is to develop and defend a new way of implementing the general idea behind the truth in fiction approach. The model I put forward does a better overall job of modelling Gettier-style thought experiments than any of the existing models. It has none of the defects which render those models inadequate and Iam unable to find any major defects peculiar to it. This should make us feel confident that my model is adequate. Moreover, since the Gettier-style thought experiment I focus on is paradigmatic, we should also feel confident that my model will generalise naturally to other philosophical thought experiments. (shrink)

Prof. Miščević has long been an ardent defender of the use of thought experiments in philosophy, foremost metaphysics, epistemology and philosophy of mind. Recently he has, in his typically sophisticated manner, extended his general account of philosophical thought-experimenting to the domain of normative politics. Not only can the history of political philosophy be better understood and appreciated, according to Miščević, when seen as a more or less continuous, yet covert, practice of thought-experimenting, the very progress of the discipline may crucially (...) depend on finding the right balance between the constraints of (biological, psychological, economic, political, and so on) reality and political-moral ideals when we set to design our basic political notions and institutions. I have much less confidence in this project than prof. Miščević does. As a subspecies of moral TE, political TE share all their problems plus exhibit some of their own. In the paper, I present and discuss two types of evidence that threaten to undermine political philosophers’ trust in thought-experiments and the ethical/political intuitions elicited by them: (i) the dismal past record of thought-experimentation in moral and political philosophy; and (ii) the variety, prevalence, and stubbornness, of bias in ordinary social/political judgment. (shrink)

The operational perspective here defended permits a reflexive-transcendental point of view that sharply distinguishes the two concepts, while, at the same time, maintaining the connection between them. On the one hand, simply imagining that the experimental apparatus, counterfactually anticipated in a thought experiment, has really been constructed is sufficient to erase any difference between thought and real experiments. On the other hand, this very ‘imagining’, this capacity of the mind to assume every real entity as a possible entity, underpins the (...) difference in principle – a properly transcendental difference – between thought and real experiments. This difference, however, implies the intimate association between experiment and thought experiment: All thought experiments must be thought of as translatable into real ones, and all real experiments as realisations of thought ones. What thought experiments have over and above real experiments is the mere fact that they exist in a purely hypothetical sphere; what real have over and above thought experiments is the mere fact that they overstep the sphere of the possible, in the experiment’s real execution. (shrink)

In economics, thought experiments are frequently justified by the difficulty of conducting controlled experiments. They serve several functions, such as establishing causal facts, isolating tendencies, and allowing inferences from models to reality. In this paper, I argue that thought experiments served a further function in economics: facilitating the quantitative definition and measurement of the theoretical concept of utility, thereby bridging the gap between theory and statistical data. I support my argument by a case study, the “hypothetical experiments” of the Norwegian (...) economist Ragnar Frisch (1895-1973). Frisch aimed to eliminate introspection and a subjective concept of utility from economic reasoning. At the same time, he sought behavioral foundations for economic theory that enabled quantitative reasoning. By using thought experiments to justify his set of choice axioms and facilitating the operationalization of utility, Frisch circumvented the problem of observing utility via actual experiments without eliminating the concept of utility from economic theory altogether. As such, these experiments helped Frisch to empirically support the theory’s most important results, such as the laws of demand and supply, without the input of new empirical findings. I suggest that Frisch’s experiments fulfill the main characteristics of thought experiments. (shrink)

This thesis presents a study of transcendent experiences — experiences of connection with something greater than oneself — focusing on what they are, how artefacts support them, and how design can contribute to that support. People often find such experiences transformative, and artefacts do support them — but the literature rarely addresses designing artefact support for TXs. This thesis provides a step toward filling that gap. The first phase of research involved the conduct and analysis of 24 interviews with adults (...) of diverse spiritual perspectives, using constructivist Grounded Theory methods informed by relevant literature and by studies performed earlier in the PhD programme. Analysis found that TXs proceed in three phases — creating the context, living the experience, integrating the experience — and that artefacts support two phases and people desire enhancements to all three. This TX framework supports and extends experience structures from the literature: it recognises the top-level categories as phases in a cycle where integration may alter future contexts, and it extends the structure of TX by incorporating the relationships of artefacts and of enhancement desires to the phases of these experiences. This extended structure constitutes a grounded theory of transcendent user experience. The second phase involved the design and conduct of three “Transcendhance” game workshops for enhancing transcendence, which incorporated themes from the grounded theory and aimed to elicit design ideas in an atmosphere of imagination, fun, and play. Participants sketched 69 speculative ideas for techno-spiritual artefacts, and analysis mapped them to TX phases and identified possible extensions inspired by relevant research. The great majority of ideas mapped to the phase Creating the Context, with very few mapping to Living the Experience, which suggests that context may be easier than lived experience to understand and address directly. This point is especially important for experiences such as TX that are tricky to define, impossible to arrange or anticipate, and thus unsuitable for straight-forward “classic” user experience methods. The final phase involved the elaboration of workshop ideas to explore the extension of design fiction for TUX. Analysis related design fiction to the TX phases and suggested features that affect design ideas’ potential for TUX design fiction. This phase ended with the proposal and analysis of three new forms of design fiction — extended imaginary abstracts, comparative imaginary abstracts, and design poetry — using workshop ideas to illustrate the forms, their construction and use, and their benefits to TUX design. Transcendhance workshops and TUX design fictions approach techno-spiritual design peripherally, “sneaking up” on lived experience by addressing context and enabling the consideration of ineffable experience through storytelling, metaphors, and oblique imagery. This thesis combines the grounded theory of transcendent user experience with the Transcendhance workshop process and new forms of design fiction, presenting peripheral design as a promising strategy for facilitating design to enhance transcendent experience. (shrink)

The paper begins with a characterization of thought experiments, followed by a general outline of contemporary debates in the field. The discussion reveals that the most significant controversyinvolved is the dispute over the epistemic status of thought experiments between empiricists, Platonists, and the proponents of mental models. After a critical analysis of these approaches, a new theoretical framework proposed by Paul Bartha is introduced. It is suggested that Bartha’s approach, which appeals to a theory of analogy, offers new insights into (...) the structure of thought experiments. The paper concludes with general remarks on the state of the art in the field. (shrink)

Thought experiments have been influential in philosophy at least since Plato, and they have contributed to science at least since Galileo. Some of this influence is appropriate, because thought experiments can have legitimate roles in generating and clarifying hypotheses, as well as in identifying problems in competing hypotheses. I will argue, however, that philosophers have often overestimated the significance of thought experiments by supposing that they can provide evidence that supports the acceptance of beliefs. Accepting hypotheses merely on the basis (...) of thinking about them constitutes a kind of epistemic hubris with many negative consequences, including the acquisition of false beliefs and the blocking of .. (shrink)

The ongoing epistemological debate on scientific thought experiments revolves, in part, around the now famous Galileo’s falling bodies TE and how it could justify its conclusions. In this paper, I argue that the TE’s function is misrepresented in this a-historical debate. I retrace the history of this TE and show that it constituted the first step in two general “argumentative strategies”, excogitated by Galileo to defend two different theories of free-fall, in 1590’s and then in the 1638. I analyse both (...) argumentative strategies and argue that their function was to eliminate potential causal factors: the TE serving to eliminate absolute weight as a causal factor, while the subsequent arguments served to explore the effect of specific weight, with conflicting conclusions in 1590 and 1638. I will argue thorough the paper that the TE is best grasped when we analyse Galileo’s restriction, in the TE’s scenario and conclusion, to bodies of the same material or specific weight. Finally, I will draw out two implications for the debate on TEs. (shrink)

This chapter suggests a scheme of reconstruction, which explains how scenarios, questions and arguments figure in thought experiments. It then develops a typology of ethical thought experiments according to their function, which can be epistemic, illustrative, rhetorical, heuristic or theory-internal. Epistemic functions of supporting or refuting ethical claims rely on metaethical assumptions, for example, an epistemological background of reflective equilibrium. In this context, thought experiments may involve intuitive as well as explicitly argued judgements; they can be used to generate moral (...) commitments, to explore consequences of moral theories, and to show inconsistencies within or between moral commitments and moral theory; but the results of thought experiments by themselves do not settle what is epistemically justified and may also be rejected. Finally, some prominent challenges are discussed: do unrealistic scenarios undermine epistemic thought experiments? Are ethical thought experiments misleading? Do they rely on weak analogies? Are there specifically moral objections to ethical thought experiments? (shrink)

This paper’s outline is as follows. In sections 1-3 I give an exposi¬tion of the Mind-Body Problem, with emphasis on what I believe to be the heart of the problem, namely, the Percepts-Qualia Nonidentity and its incompatibility with the Physical Closure Paradigm. In 4 I present the “Qualia Inaction Postulate” underlying all non-interactionist theo¬ries that seek to resolve the above problem. Against this convenient postulate I propose in section 5 the “Bafflement Ar¬gument,” which is this paper's main thesis. Sections 6-11 (...) critically dis¬cuss attempts to dismiss the Bafflement Argument by the “Baf¬flement=Mis¬perception Equation.” Section 12 offers a refutation of all such attempts in the form of a concise “Asymmetry Proof.” Section 13 points out the bearing of the Bafflement Argument on the evolutionary role of consciousness while section 14 acknowledges the price that has to be paid for it in terms of basic physical principles. Section 15 summarizes the paper, pointing out the inescapability of interactionist dualism. (shrink)

This essay attempts to demonstrate that it is doubtful if Galileo's famous thought experiment concerning falling bodies in his 'Dialogues Concerning Two New Sciences' (Galileo 1954: 61-64) actually does succeed in proving that Aristotle was wrong in claiming that "bodies of different weight […] move […] with different speeds which stand to one another in the same ratio as their weights," (Galileo 1954: 61). (Part I); and further that it is likewise doubtful that that argument does or even can establish (...) Galileo's own famous 'Law of Falling Bodies,' viz., that regardless of their weight all bodies fall with the same speed. (Part II). (shrink)

What role does the imagination play in scientific progress? After examining several studies in cognitive science, I argue that one thing the imagination does is help to increase scientific understanding, which is itself indispensable for scientific progress. Then, I sketch a transcendental justification of the role of imagination in this process.

The traditional analysis of the basic version of the double-slit experiment leads to the conclusion that wave-particle duality is a fundamental fact of nature. However, such a conclusion means to imply that we are not only required to have two contradictory pictures of reality but also compelled to abandon the objectiveness of the truth values, “true” and “false”. Yet, even if we could accept wave-like behavior of quantum particles as the best explanation for the build-up of an interference pattern in (...) the double-slit experiment, without the objectivity of the truth values we would never have certainty regarding any statement about the world. The present paper discusses ways to reconcile the correct description of the double-slit experiment with the objectiveness of “true” and “false”. (shrink)

Reflecting on Avicenna’s works indicates that by ‘Dhat’(ذات), when used in the context of universal essences, he means either the quiddity or the nature, and when used in the context of individual essence, especially God’s essence, he means the very existence. The second meaning, i.e. the nature, which is the result of his inquiry about the reality of things, is based on the first one, i.e. the quiddity. According to this second meaning, and througha kind of thought experiment and using (...) human mind’s capacity, Avicenna discusses different aspects of essence and their implications in various sciences. These conceptual analyses help us discover his idea of essentialism. The final conclusion is that Avicenna’s essentialism is consistent with his idea about existence and the definitions can refer to the essence of objects. (shrink)

Thought experiments have a mysterious way of informing us about the world, apparently without examining it, yet with a great degree of certainty. It is tempting to try to explain this capacity by making use of the idea that in thought experiments, the mind somehow simulates the processes about which it reaches conclusions. Here, I test this idea. I argue that when they predict the outcomes of hypothetical physical situations, thought experiments cannot simulate physical processes. They use mental models, which (...) should not be confused with process-driven simulations. A convincing case can be made that thought experiments about hypothetical mental processes are mental simulations. Concerning moral thought experiments, I argue that construing them as simulations of mental processes favours certain moral theories over others. The scope of mental simulation in thought experiments is primarily limited by the constraint of relevant similarity on source and target processes: on one hand, this constraint disqualifies thought from simulating external natural processes; on the other hand, it is a source of epistemic bias in moral thought experiments. In view of these results, I conclude that thought experiments and mental simulations cannot be assimilated as means of acquiring knowledge. (shrink)