This paper contends that the first argument of Hume's "Of scepticism with regard to reason" entails that humans have no knowledge as Hume understands knowledge. In defending this claim, we also see how Hume's argument anticipates an important aspect of an extremely influential 20th century development: the collapse of the analytic/synthetic distinction.

Mechanistic information is used in the field of risk assessment in order to clarify two controversial methodological issues, the selection of inference guides and the definition of standards of evidence. In this paper we present an analysis of the concept of mechanistic information in risk assessment by recurring to previous philosophical analyses of mechanistic explanation. Our conclusion is that the conceptual analysis of mechanistic explanation facilitates a better characterization of the concept of mechanistic information. However, it also shows that the (...) use of this kind of information in risk assessment is heavily influenced by pragmatic factors, which have not been sufficiently taken into account in philosophical analysis. Mechanistic models are like hypothesis that have to be validated empirically. Due to their dependence on the standards of evidence, they are subject to the same pragmatic factors. Therefore, recurring to mechanistic information does not lead to closure of the methodological controversies in risk assessment. (shrink)

This paper attacks the perennial philosophical and scientific quest for a simple and unified vision of the world. Without denying the attraction of this vision, I argue that such a goal often seriously distorts our understanding of complex phenomena. The argument is illustrated with reference to simplistic attempts to provide extremely general views of biology, and especially of human nature, through the theory of evolution. Although that theory is a fundamental ingredient of our scientific world view, it provides only one (...) of a number of perspectives that are required for an understanding of biology in general, and human behaviour in paticular. The argument is connected to the replacement of views of science in terms of universal laws with views that emphasise ranges of models more locally suited to specific phenomena. (shrink)

This article investigates how understanding the theory of organic chemistry facilitates the total synthesis of organic compounds. After locating the philosophical significance of this question within the methodology or epistemology of applied science, I summarize the results of previous work on this issue—roughly that theoretical organic chemistry underwrites a sequence of heuristic policies that help to isolate plausible synthetic routes from the array of possibilities provided by structural or descriptive organic chemistry. While this prior account makes a solid start, it (...) does not capture all of the ways that the theory of organic chemistry contributes to total synthesis. This article aspires to enrich this account by exploring some additional ways that theory contributes. More specifically, I investigate how understanding the theory of organic chemistry can facilitate both the development of novel synthetic reactions and the implementation of a synthetic plan. The role of theory in these aspects of total synthesis will be explored by considering a particular, novel synthesis of longifolene. (shrink)

This paper attacks the perennial philosophical and scientific quest for a simple and unified vision of the world. Without denying the attraction of this vision, I argue that such a goal often seriously distorts our understanding of complex phenomena. The argument is illustrated with reference to simplistic attempts to provide extremely general views of biology, and especially of human nature, through the theory of evolution. Although that theory is a fundamental ingredient of our scientific world view, it provides only one (...) of a number of perspectives that are required for an understanding of biology in general, and human behaviour in paticular. The argument is connected to the replacement of views of science in terms of universal laws with views that emphasise ranges of models more locally suited to specific phenomena. (shrink)

The corpus of physical theory is a paradigm of knowledge. The evolution of modern physical theory constitutes the clearest exemplar of the growth of knowledge. If the development of physical theory does not constitute an example of progress and growth in what we know about the Universe nothing does. So anyone interested in the theory of knowledge must be interested consequently in the evolution and content of physical theory. Crucial to the conception of physics as a paradigm of knowledge is (...) the way in which physical theory provides explanations of a vast diversity of natural phenomena on the basis of a very few fundamental principles. A central problem for the epistemologist is therefore what is theoretical explanation in physics? Here we can get good insight from what Redhead has said. Indeed one could agree with almost everything Redhead says and simply endorse much of his careful and extensive defence of the covering law account of explanation in the physical sciences at least as an ideal. However I shall, I fear, try the reader's patience by extending some of the considerations he introduced and raising those issues where we disagree, especially in the important area of statistical explanation. (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)

This paper argues that epistemologists should theorize about wisdom and critically examines a number of attempts to do as much. It then builds and argues for a particular theory of what wisdom is.

For any normative domain, we can theorize about what is good in that domain. Such theories include utilitarianism, a view about what is good morally. But there are many domains other than the moral; these include the prudential, the aesthetic, and the intellectual or epistemic. In this last domain, it is good to be knowledgeable and bad to ignore evidence, quite apart from the morality, prudence, and aesthetics of these things. This dissertation builds a theory that stands to the epistemic (...) domain as utilitarianism stands to the moral domain. It builds an epistemic value theory. (shrink)

We develop a new metaphor account where metaphors become surrogate variables for different but related phenomena. As we will argue, subrogation is the result of the interplay between the things inspired by the metaphor and the empirical dynamics that result from such inspiration. In particular, we focus on adaptive radiation, a major concept of evolutionary biology. Our study suggests that there is no distinct phenomenon, process, or pattern in nature than can be identified as adaptive radiation. What we have instead (...) is a grouping variable that has surrogated different evolutionary phenomena into one expansive label. We believe this analysis of metaphors helps better understand the value of metaphors for science not only as a provider of epistemic and cognitive virtues but most importantly, as a crucial research tool that can both help and divert scientific experimentation. (shrink)