Berichte zur Wissenschaftsgeschichte, Volume 45, Issue 3, Page 397-414, September 2022.

Berichte zur Wissenschaftsgeschichte, Volume 45, Issue 3, Page 397-414, September 2022.

Are there laws in evolutionary biology? Stephen J. Gould has argued that there are factors unique to biological theorizing which prevent the formulation of laws in biology, in contradistinction to the case in physics and chemistry. Gould offers the problem of complexity as just such a fundamental barrier to biological laws in general, and to Dollos Law in particular. But I argue that Gould fails to demonstrate: (1) that Dollos Law is not law-like, (2) that the alleged failure of Dollos (...) Law demonstrates why there cannot be laws in biological science, and (3) that complexity is a fundamental barrier to nomologicality. (shrink)

This essay defends the role of law-like explanation in the social sciences by showing that the "argument from complexity" fails to demonstrate a difference in kind between the subject matter of natural and social science. There are problems internal to the argument itself - stemming from reliance on an overly idealized view of natural scientific practice - and reason to think that, based upon an analogy with a more sophisticated understanding of natural science, which makes use of "redescriptions" in the (...) face of obstacles like complexity, we have reason to be optimistic about the prospects for a nomological social science. (shrink)

Scientific classification has long been recognized as involving a specific style of reasoning and doing research, and as occasionally affecting the development of scientific theories. However, the role played by classificatory activities in generating theories has not been closely investigated within the philosophy of science. I argue that classificatory systems can themselves become a form of theory, which I call classificatory theory, when they come to formalize and express the scientific significance of the elements being classified. This is particularly evident (...) in some of the classification practices used in contemporary experimental biology, such as bio-ontologies used to classify genomic data and typologies used to classify “normal” stages of development in developmental biology. In this paper, I explore some characteristics of classificatory theories and ways in which they differ from other types of scientific theories and other components of scientific epistemology, such as models and background assumptions. (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)