This article offers a critical review of various ontological-relativist arguments, mostly deriving from the work of W. V. Quine and Thomas K hn. I maintain that these arguments are (1) internally contradictory, (2) incapable of accounting for our knowledge of the growth of scientific knowledge, and (3) shown up as fallacious from the standpoint of a causal-realist approach to issues of truth, meaning, and interpretation. Moreover, they have often been viewed as lending support to such programmes as the 'strong' sociology (...) of knowledge and the turn towards wholesale cultural-relativist doctrines, whether of the Wittgensteinian ('language-games') or Heideggerian (depth-hermeneutic) varieties. Thus Richard Rorty recommends that we should henceforth drop all that old-fashioned talk of 'truth', 'knowledge', or 'reality', since whatever warrants those descriptions from time to time is just the product of some currently favoured language-game or range of elective metaphors. Such ideas have little in common with Quine's general outlook of robust physicalism, nor again - though the case is less clear - with Kuhn's reconsidered approach to these issues as set forth in his 1969 Postscript to The Structure of Scientific Revolutions . However, both thinkers have left themselves open to misconstrual by adopting a sceptical-relativist fallback position in response to the well-known problems with logical empiricism. This essay therefore reviews those problems with reference to alternative, more adequate accounts of what is involved in the process of scientific discovery and theory-change. (shrink)

This article explores whether theory-ladenness makes empirical testing an inse cure foundation for objectivity. Specifically, this article uses path diagrams as visual heuristics to assist in (1) developing a parsimonious representation of the traditional empiricist view of empirical testing, (2) showing how the "New Image" view ostensibly threatens the objectivity of science, (3) proposing a unified, realist theory of empirical testing, (4) developing a representation of the unified theory, (5) exploring several potential threats to objectivity, (6) discussing the proposed theory's (...) implications for social science, and (7) adumbrating three foundational premises for scientific realism. (shrink)

In this paper an analysis of scientific theories and theory change including meaning change is presented by using intensional logic. Several cases of scientific progress are distinguished and special attention is given to incommensurability. It is argued that ,in all cases the comparison of rival theories is possible via translation. Finally two different forms of theory-Iadenness of observation are analysed.

In his later writings Kuhn reconsidered his earlier account of incommensurability, clarifying some aspects, modifying others, and explicitly rejecting some of his earlier claims. In Kuhn’s new account incommensurability does not pose a problem for the rational evaluation of competing scientific theories, but does pose a problem for certain forms of realism. Kuhn maintains that, because of incommensurability, the notion that science might seek to learn the nature of things as they are in themselves is incoherent. I develop Kuhn’s new (...) account of incommensurability, respond to his anti-realist argument, and sketch a form of realism in which the realist aim is a pursuable goal.Keywords: Incommensurability; Thomas Kuhn; Rationality; Skill; Theory choice; Translation. (shrink)

The purpose of the paper is twofold. I first outline a philosophical theory of concepts based on conceptual role semantics. This approach is explicitly intended as a framework for the study and explanation of conceptual change in science. Then I point to the close similarities between this philosophical framework and the theory theory of concepts, suggesting that a convergence between psychological and philosophical approaches to concepts is possible. An underlying theme is to stress that using a non-atomist account of concepts (...) is crucial for the successful study of conceptual development and change. (shrink)

The theory of concepts advanced in the present discussion aims at accounting for a) how a concept makes successful practice possible, and b) how a scientific concept can be subject to rational change in the course of history. To this end, I suggest that each scientific concept consists of three components of content: 1) the concept.

The present paper discusses Kitcher’s framework for studying conceptual change and progress. Kitcher’s core notion of reference potential is hard to apply to concrete cases. In addition, an account of conceptual change as change in reference potential misses some important aspects of conceptual change and conceptual progress. I propose an alternative framework that focuses on the inferences and explanations supported by scientific concepts. The application of my approach to the history of the gene concept offers a better account of the (...) conceptual progress that occurred in the transition from the Mendelian to the molecular gene than Kitcher’s theory. (shrink)

The theory of concepts advanced in the dissertation aims at accounting for a) how a concept makes successful practice possible, and b) how a scientific concept can be subject to rational change in the course of history. Traditional accounts in the philosophy of science have usually studied concepts in terms only of their reference; their concern is to establish a stability of reference in order to address the incommensurability problem. My discussion, in contrast, suggests that each scientific concept consists of (...) three components of content: 1) reference, 2) inferential role, and 3) the epistemic goal pursued with the concept's use. I argue that in the course of history a concept can change in any of these three components, and that change in one component—including change of reference—can be accounted for as being rational relative to other components, in particular a concept's epistemic goal.This semantic framework is applied to two cases from the history of biology: the homology concept as used in 19th and 20th century biology, and the gene concept as used in different parts of the 20th century. The homology case study argues that the advent of Darwinian evolutionary theory, despite introducing a new definition of homology, did not bring about a new homology concept (distinct from the pre-Darwinian concept) in the 19th century. Nowadays, however, distinct homology concepts are used in systematics/evolutionary biology, in evolutionary developmental biology, and in molecular biology. The emergence of these different homology concepts is explained as occurring in a rational fashion. The gene case study argues that conceptual progress occurred with the transition from the classical to the molecular gene concept, despite a change in reference. In the last two decades, change occurred internal to the molecular gene concept, so that nowadays this concept's usage and reference varies from context to context. I argue that this situation emerged rationally and that the current variation in usage and reference is conducive to biological practice.The dissertation uses ideas and methodological tools from the philosophy of mind and language, the philosophy of science, the history of science, and the psychology of concepts. (shrink)