Thomas S. Kuhn is famous both for his work on the Copernican Revolution and his ‘paradigm’ view of scientific revolutions. But Kuhn later abandoned the notion of paradigm in favour of a more ‘evolutionary’ view of the history of science. Kuhn’s position therefore moved closer to ‘continuity’ models of scientific progress, for instance ‘chain-of-reasoning’ models, originally championed by D. Shapere. The purpose of this paper is to contribute to the debate around Kuhn’s new ‘developmental’ view and to evaluate these competing (...) models with reference to some major innovations in the history of cosmology, from Copernicanism to modern cosmology. This evaluation is made possible through some unexpected overlap between Kuhn’s earlier discontinuity model and various versions of the later continuity models. It is the thesis of this paper that the ‘chain-of-reasoning’ model accounts better for the cosmological evidence than both Kuhn’s early paradigm model and his later developmental view of the history of science. (shrink)

Can research be studied in a way that is neither logical reconstruction nor empirical psychology or sociology of science? In contemporary philosophy of science this is usually denied—in spite of the recent 'paradigm shift' there. A system-philosophy approach in theory of research is outlined by means of some models : a research enterprise is viewed as a productive, innovative system, the research process as a transformation of complexes of knowledge-problems-instruments (software and hard ware). The direction this development takes is guided (...) by preconceptions about the subject matter and a programmatic conception of the discipline based on them ('internal steering factors'). The dynamics of the research process are schematized as a co-agency of 'theoretical and 'empirical' moments, which is viewed as a flow of problems, information, and conceptual frameworks. Empirically discovered pieces of knowledge may resist all attempts to explain them: the flow is disturbed, and only an extraordinary innovation on the 'theoretical' level can restore the balance. This involves a shift in perspective: a shift in the 'internal steering factors'. (In this way one type of 'scientific revolution' (Kuhn's type) is conceptualized). After a perspectival shift one will ask 'Does it constitute progress ?' Types of criteria are suggested. Although they do not apply to all research situations, they over-arch research-traditions. Eventually the above models are applied in the reflection of Research Theory on itself. Research Theory should improve our knowledge about knowledge-production. This knowledge should contribute to improving our image of science and the researcher's sensitivity—by providing better tools for concept ualizing research situations and for imagining possible alternatives. (shrink)

Louis Loeb has argued that Hume is pessimistic while Peirce is optimistic about the attainment of fully stable beliefs. In contrast, we argue that Hume was optimistic about such attainment but only if the scope of philosophical investigation is limited to first-order explanatory questions. Further, we argue that Peirce, after reformulating the pragmatic maxim to accommodate the reality of counterfactuals, was pessimistic about such attainment. Finally, we articulate and respond to Peirce's objection that Hume's skeptical arguments in T 1.4.1 and (...) his commitment to common sense indicate that Hume was confused about whether we could have stable beliefs at all. (shrink)

This paper puts forward the model of ‘microcosm‐macrocosm’ isomorphism encapsulated in certain philosophical views on the form of university education. The human being as a ‘microcosm’ should reflect internally the external ‘macrocosm’. Higher Education is a socially instituted attempt to guide human beings into forming themselves as microcosms of the whole world in its diversity. By getting to know the surrounding world, they re‐enact it intellectually. Such a re‐enacting is a guiding theme in certain philosophies of education studied here. It (...) is with the Neo‐Humanist tradition culminating in Humboldt's reforms that an additional step was taken: the university should become itself the reflecting ‘microcosm’. This role is nowadays taken up by unconventional LLE, though with far‐reaching changes. The paper is divided into four interconnected Sections each one developing a specific manifestation of the micro‐macro relationship. The main thesis is that: (I) contemporary schemes of never‐ending higher education or of so‐called ‘transformative learning’ and of ‘universities‐multiversities’ have their intellectual underpinnings either in similarity or in direct contrast to specific predecessors. Inherent tensions found in these predecessors have left their mark on this micro‐macrocosmic model to the extent that it is present in them; (II) the proposed analysis in terms of this model enhances significantly our in‐depth understanding of some latent aspects in current trends in LLE and related innovative university schemes; at the same time this model helps us structure appropriately and without anachronisms our humanisticly‐inspired critical response to them for abandoning the ideal of the ‘wholeness’ of the human person. (shrink)

The article deals with John Hermann Randall’s theory of history, namely, the philosophical account of what it takes for an object to be a historical object. The goal of the article is to highlight the deep connections existing between Randall’s philosophical views on history and the writing of history, heavily indebted to Dewey’s and Woodbridge naturalism (the so-called Columbia Naturalism), and his historiographical work. In the first section, I briefly sketch some major aspects of originality of Randall’s historiographical work, as (...) well as the intellectual context to which he belonged. In the second section I lay out the most important features of Columbia Naturalism. In the third section I discuss in detail Randall’s theory of history, focusing on its ontological, epistemic, and epistemological features. In the fourth section, I confront Lovejoy and Randall’s historiographical works in order to show how philosophical theories affect historiographical practices. (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 explores early Australasian philosophy in some detail. Two approaches have dominated Western philosophy in Australia: idealism and materialism. Idealism was prevalent between the 1880s and the 1930s, but dissipated thereafter. Idealism in Australia often reflected Kantian themes, but it also reflected the revival of interest in Hegel through the work of ‘absolute idealists’ such as T. H. Green, F. H. Bradley, and Henry Jones. A number of the early New Zealand philosophers were also educated in the idealist tradition (...) and were influential in their communities, but produced relatively little. In Australia, materialism gained prominence through the work of John Anderson, who arrived in Australia in 1927, and continues to be influential. John Anderson had been a student of Henry Jones, who might therefore be said to have influenced both main strands of Australian philosophical thought. (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 article calls into question the notion that seventeenth-century authors such as Descartes and Leibniz straightforwardly conceived the mind as something "outside" nature. Descartes indeed did regard matter as distinct from mind, but the question then remains as to whether he equated the natural world, and the world of laws of nature, with the material world. Similarly, Leibniz distinguished a kingdom of final causes (pertaining to souls) and a kingdom of efficient causes (pertaining to bodies and motions), but the question (...) remains as to whether he equated nature with the second kingdom alone, or included both kingdoms within nature. Although Kant sundered Leibniz's envisioned connection between the two kingdoms, even he did not place mind fully outside nature. (shrink)