This paper argues that questions concerning the nature of concepts that are central in cognitive psychology are also important to epistemology and that there is more to conceptual change than mere belief revision. Understanding of epistemic change requires appreciation of the complex ways in which concepts are structured and organized and of how this organization can affect belief revision. Following a brief summary of the psychological functions of concepts and a discussion of some recent accounts of what concepts are, I (...) propose a view of concepts as complex computational structures. This account suggests that conceptual change can come in varying degrees, with the most extreme consisting of fundamental conceptual reorganizations. These degrees of conceptual change are illustrated by the development of the concept of an acid. (shrink)

In the following paper, the author will try to test the meaning of the transcendental approach in respect of the inner changes implied by the idea of quantum gravity. He will firstly describe the basic methodological Kant’s aim, viz. the grounding of a meta-science of physics as the a priori corpus of physical knowledge. After that, he will take into account the problematic physical and philosophical relationship between the theory of relativity and the quantum mechanics; in showing how the elementary (...) ontological and epistemological assumptions of experience result to be changed within them, he will also show the further modifications occurred in the development of the loop quantum gravity. He will particularly focus on the tough problem of the relationship space-matter, in order to settle the decisive question about the possibility of keeping a transcendental approach in the light of quantum gravity. He will positively answer by recalling Cassirer’s theory of the invariants of experience, although he will also add some problematic issues arising from the new physical context. (shrink)

The “Scientific Revolution” of the seventeenth century cannot adequately be assessed without an appreciation of the achievements and limitations of those, whether giants or dwarfs, on whose shoulders Galileo and his contemporaries stood. And since for many historians Galileo's main contribution lies in the mathematization of the natural world and especially of time and motion, particular interest attaches to medieval treatises dealing with these questions, above all to those which were in widespread demand early in the sixteenth century.

The history of the physics of pendular motion rightly begins with Galileo's discovery of the isochronous character of that motion. There is, however, a ‘pre-history’ of the pendulum, centering on its initial recognition as a significant special case requiring explanation. This occurred in the writings of Jean Buridan and Nicole Oresme in the middle of the fourteenth century. Earlier works that might have been construed as discussing pendular motion are considered, as are the explanations for the scholastic ‘discovery’ of pendular (...) motion put forth by Thomas Kuhn and Piero Ariotti. In contrast to these writers, this paper seeks to account for the pendulum's emergence with reference to an imaginary experiment concerning a body moving past the earth's center, medieval theories of impetus, and the proximate physical model of pendular motion, the late medieval heavy suspended church bell. (shrink)

Analogies between hearing and seeing already existed in ancient Greek theories of perception. The present paper follows the evolution of such analogies until the rise of 17th century optics, with due regard to the diversity of their origins and nature but with particular emphasis on their bearing on the physical concepts of light and sound. Whereas the old Greek analogies were only side effects of the unifying concepts of perception, the analogies of the 17th century played an important role in (...) constructing optical theories by imitation of acoustic theories, or vice versa. This transition depended on several factors including the changing relations between optics, music, mathematics, and physics, the diversity of early modern concepts of sound, and the rise of a new physics based on experimentation and mechanical explanation. (shrink)

Charles Clark; Child-centred Education and the ‘Growth’ Metaphysic, Journal of Philosophy of Education, Volume 22, Issue 1, 30 May 2006, Pages 75–88, https://do.