Scientific realism is the position that success of a scientific theory licenses an inference to its approximate truth. The argument from pessimistic meta-induction maintains that this inference is undermined due to the existence of theories from the history of science that were successful, but false. I aim to counter pessimistic meta-induction and defend scientific realism. To do this, I adopt a notion of success that admits of degrees, and show that our current best theories enjoy far higher degrees of success (...) than any of the successful, but refuted theories of the past. (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)

Nowadays it is well known among historians of science that Francis Bacon, one of the modern defender of the experimental method, owed much of his thoughts to the chemical or alchemical tradition (cf. e.g., Gregory 1938, West 1961, Linden 1974, and Rees 1977). In fact, alchemy, particularly in the Arabic tradition, was always based on laboratory investigations by carefully examining the results of controlled manipulation of materials.1 It is also well known that Francis Bacon’s appeal to the experimental method was (...) severe criticism of scholasticism in philosophy of nature and, in particular, of authority as the basis of knowledge.2 If we compare philosophy of nature in the early 17th century with phi-. (shrink)

Philosophie ist konkret und abstrakt. Sie ist konkret im Gespür für Probleme, die jeden – oder jeden in einem bestimmten Bereich – betreffen. Sie ist abstrakt in der kritischen Formulierung und Lösung von Problemen, indem sie von besonderen Bedingungen und Voreingenommenheiten abstrahiert. Philosophie erfordert Kreativität, Phantasie und die Bereitschaft zu Unkonventionellem in der Wahl der Problemzugangsweisen. Wie alle Wissenschaften ist sie als Methode lehr- und entwickelbar, sofern ein gewisses Talent vorhanden ist. Philosophie beginnt dort, wo Wissenschaftler nicht mehr weiter fragen. (...) Was heute Philosophie ist, kann morgen Wissenschaft sein – Naturwissenschaft, Sozialwissenschaft oder Geisteswissenschaft –, Philosophie hat keine Vorlieben. (shrink)

In the first decades of the 20th century, the chemical industry developed many new substances in response to technological demands. Produced on a large scale, these new chemicals were released into the environment, leading to some undesirable consequences. This paper presents the case of Thomas Midgley, Jr., recognized as one of the greatest industrial chemists of his time for having solved two major technological problems: the improvement of gasoline quality, by developing tetraethyl lead as an antiknock additive; and the development (...) of chlorofluorocarbons as fluids for refrigerators. The study of Midgley’s trajectory shows how this mechanical engineer changed his research strategies from trial and error to the use the periodic table of elements as a guide. This case also suggests reflections on the different dimensions of risk are intrinsic to chemical activity. (shrink)