Pluralism is a sound strategy in classifying disciplines of biology. The relevance of a particular classification depends on various methodological issues, on the way in which the scientist's problems are specified, and on factual matters.

Radical constructivism has had a major influence on present-day education, especially in the teaching of science and mathematics. The article provides an epistemological profile of constructivism and considers its strengths and weaknesses from the standpoint of its educational implications. It is argued that there are two central problems with constructivism: anti- realism and individualism which, in turn, lead to difficulties associated with idealism and relativism which, together, prove fatal for the theory.

This paper provides an account of mid-level models, which calibrate highly theoretical agent-based models of scientific communities by incorporating empirical information from real-world systems. As a result, these models more closely correspond with real-world communities, and are better suited for informing policy decisions than extant how-possibly models. I provide an exemplar of a mid-level model of science funding allocation that incorporates bibliometric data from scientific publications and data generated from empirical studies of peer review into an epistemic landscape model. The (...) results of my model show that on a dynamic epistemic landscape, allocating funding by modified and pure lottery strategies performs comparably to a perfect selection funding allocation strategy. These results support the idea that introducing randomness into a funding allocation process may be a tractable policy worth exploring further through pilot studies. My exemplar shows that agent-based models need not be restricted to the abstract and the a-priori; they can also be informed by real empirical data. (shrink)

The debate between critics of syntactic and semantic approaches to the formalization of scientific theories has been going on for over 50 years. I structure the debate in light of a recent exchange between Hans Halvorson, Clark Glymour, and Bas van Fraassen and argue that the only remaining disagreement concerns the alleged difference in the dependence of syntactic and semantic approaches on languages of predicate logic. This difference turns out to be illusory.

Scientific discourse is rife with passages that appear to be ordinary descriptions of systems of interest in a particular discipline. Equally, the pages of textbooks and journals are filled with discussions of the properties and the behavior of those systems. Students of mechanics investigate at length the dynamical properties of a system consisting of two or three spinning spheres with homogenous mass distributions gravitationally interacting only with each other. Population biologists study the evolution of one species procreating at a constant (...) rate in an isolated ecosystem. And when studying the exchange of goods, economists consider a situation in which there are only two goods, two perfectly rational agents, no restrictions on available information, no transaction costs, no money, and dealings are done immediately. Their surface structure notwithstanding, no competent scientist would mistake descriptions of such systems as descriptions of an actual system: we know very well that there are no such systems. These descriptions are descriptions of a model-system, and scientists use model-systems to represent parts or aspects of the world they are interested in. Following common practice, I refer to those parts or aspects as target-systems. What are we to make of this? Is discourse about such models merely a picturesque and ultimately dispensable façon de parler? This was the view of some early twentieth century philosophers. Duhem (1906) famously guarded against confusing model building with scientific theorizing and argued that model building has no real place in science, beyond a minor heuristic role. The aim of science was, instead, to construct theories, with theories understood as classificatory or representative structures systematically presented and formulated in precise symbolic.. (shrink)

This dissertation addresses the problem of how to evaluate and compare the theories that inform diverse approaches to psychotherapy. It is argued that the field needs a superordinate epistemology to provide legitimacy for its theories and for the clinical work that these theories guide. Such a superordinate epistemology would occupy a higher level of analysis than the theories it is used to evaluate. ;Using a constructivist framework, it is argued that much of the epistemological confusion currently characterizing clinical psychology can (...) be traced to a traditional failure to distinguish among levels of analysis when evaluating clinical psychology theories. It is demonstrated that evaluations of such theories often conflate theory and epistemology. ;The received view of a natural science epistemology and hermeneutics provide the usual terms in which epistemology is debated. These are found inadequate to fill the necessary role of superordinate epistemology. The received view is criticized, in part, for "bracketing" the domain of meaning, and hermeneutics is criticized, in part, for "bracketing" the domain of extra-linguistic reality. For these reasons, it is shown that neither of these approaches can be considered to be superordinate to clinical theories. ;Next, some preliminary theoretical groundwork for the development of a constructivist superordinate epistemology for clinical psychology is offered. The domain of clinical psychology is defined as the conjunction of the domains of meaning and reality. A constructivist reformulation of the role of empirical research and observational knowledge is outlined. A reconceptualization of clinical theories as narratives and "expert languages" is suggested as well. ;It is argued that theoretical propositions first should be evaluated according to whether they conform to observational knowledge about the unintentional constraints on human intentionality. Then theories should be evaluated according to the coherence of their accounts of the transactions between the domains of meaning and reality. The hermeneutic circle is suggested as a methodology for choosing among different interpretations in a given therapeutic encounter. ;Finally, some directions for future work are suggested. (shrink)

In the methodology of scientific research programs (MSRP) there are important features on the problem of prediction, especially regarding novel facts. In his approach, Imre Lakatos proposed three different levels on prediction: aim, process, and assessment. Chapter 5 pays attention to the characterization of prediction in the methodology of research programs. Thus, it takes into account several features: (1) its pragmatic characterization, (2) the logical perspective as a proposition, (3) the epistemological component, (4) its role in the appraisal of research (...) programs, and (5) its place as a value for scientific research. -/- The notion of “novel facts” is highly relevant in his conception, where several aspects are involved: the directions of novel facts, the different kinds of novelty, and the transition from six possible options of “novel facts” to four choices. Thereafter, the prediction of novel facts as the criterion of appraisal is considered. On the one hand, this requires analyzing the theoretical, empirical, and heuristic possibilities of appraisal; and, on the other, whether there is an overemphasis on the role of prediction in methodology of scientific research programs. As a consequence, there is an analysis of Lakatos’ criterion of appraisal in MSRP and economics. (shrink)

Since the beginning of the 20th century, philosophers of science have asked, "what kind of thing is a scientific theory?" The logical positivists answered: a scientific theory is a mathematical theory, plus an empirical interpretation of that theory. Moreover, they assumed that a mathematical theory is specified by a set of axioms in a formal language. Later 20th century philosophers questioned this account, arguing instead that a scientific theory need not include a mathematical component; or that the mathematical component need (...) not be specified by a set of axioms in a formal language. We survey various accounts of scientific theories entertained in the 20th century -- removing some misconceptions, and clearing a path for future research. (shrink)

This book addresses key conceptual issues relating to the modern scientific and engineering use of computer simulations. It analyses a broad set of questions, from the nature of computer simulations to their epistemological power, including the many scientific, social and ethics implications of using computer simulations. The book is written in an easily accessible narrative, one that weaves together philosophical questions and scientific technicalities. It will thus appeal equally to all academic scientists, engineers, and researchers in industry interested in questions (...) related to the general practice of computer simulations. (shrink)

Alexander Bird indicates that the significance of Thomas Kuhn in the history of philosophy of science is somehow paradoxical. On the one hand, Kuhn was one of the most influential and important philosophers of science in the second half of the twentieth century. On the other hand, nowadays there is little distinctively Kuhn’s legacy in the sense that most of Kuhn’s work has no longer any philosophical significance. Bird argues that the explanation of the paradox of Kuhn’s legacy is that (...) Kuhn took a direction opposite to that of the mainstream of the philosophy of science in his later academic career. This paper aims to provide a new way to understand and develop Kuhn’s legacy by revisiting the development of Kuhn’s philosophy of science in 1970s and proposing a new account of exemplar. Firstly, I propose my diagnosis of Kuhn’s “wrong turning” by identifying Kuhn’s two novel contributions: the introduction of paradigm and the proposal of the incommensurability thesis. Secondly, I argue that Kuhn made a conceptual/terminological turn from paradigm to theory, which undermined Kuhn’s novel contributions. Thirdly, I propose a new articulation of exemplar and propose an exemplar-based approach to analysing the history of science. Finally, I show how the exemplar-based approach can be applied to analyse the history of science by my case study of the early development of genetics. (shrink)

Guthrie contends that religion can best be understood as systematic anthropomorphism - the attribution of human characteristics to nonhuman things and events. Religion, he says, consists of seeing the world as human like. He offers a fascinating array of examples to show how this strategy pervades secular life and how it characterizes religious experience.

A conceptual framework for studying the role of global health partnerships (GHPs) in determining policy practices on access to medication is presented. Although GHPs are of a practical nature, they are implicitly theory informed. The narratives used by GHP partners in relating to access to medication have theoretical origins. Building on the theoretical literature on models and the notion of embodied knowledge found in science and technology studies, GHPs are conceptualized as models that mediate between theory and practice. The proposed (...) framework can be used to investigate the role of theory in the creation of GHP models and how the models shape global and national policy practices. A social constructivist approach is suggested as a suitable method for empirical analysis. (shrink)

Using an example of a computer simulation of the convective structure of a red giant star, this paper argues that simulation is a rich inferential process, and not simply a "number crunching" technique. The scientific practice of simulation, moreover, poses some interesting and challenging epistemological and methodological issues for the philosophy of science. I will also argue that these challenges would be best addressed by a philosophy of science that places less emphasis on the representational capacity of theories (and ascribes (...) that capacity instead to models) and more emphasis on the role of theory in guiding (rather than determining) the construction of models. (shrink)

This paper is an interpretation and defense of Richard Levins’ “The Strategy of Model Building in Population Biology,” which has been extremely influential among biologists since its publication 40 years ago. In this article, Levins confronted some of the deepest philosophical issues surrounding modeling and theory construction. By way of interpretation, I discuss each of Levins’ major philosophical themes: the problem of complexity, the brute-force approach, the existence and consequence of tradeoffs, and robustness analysis. I argue that Levins’ article is (...) concerned, at its core, with justifying the use of multiple, idealized models in population biology. (shrink)

How should biological behaviour be modelled? A relatively new approach is to investigate problems in neuroethology by building physical robot models of biological sensorimotor systems. The explication and justification of this approach are here placed within a framework for describing and comparing models in the behavioural and biological sciences. First, simulation models – the representation of a hypothesis about a target system – are distinguished from several other relationships also termed “modelling” in discussions of scientific explanation. Seven dimensions on which (...) simulation models can differ are defined and distinctions between them discussed: 1. Relevance: whether the model tests and generates hypotheses applicable to biology. 2. Level: the elemental units of the model in the hierarchy from atoms to societies. 3. Generality: the range of biological systems the model can represent. 4. Abstraction: the complexity, relative to the target, or amount of detail included in the model. 5. Structural accuracy: how well the model represents the actual mechanisms underlying the behaviour. 6. Performance match: to what extent the model behaviour matches the target behaviour. 7. Medium: the physical basis by which the model is implemented. No specific position in the space of models thus defined is the only correct one, but a good modelling methodology should be explicit about its position and the justification for that position. It is argued that in building robot models biological relevance is more effective than loose biological inspiration; multiple levels can be integrated; that generality cannot be assumed but might emerge from studying specific instances; abstraction is better done by simplification than idealisation; accuracy can be approached through iterations of complete systems; that the model should be able to match and predict target behaviour; and that a physical medium can have significant advantages. These arguments reflect the view that biological behaviour needs to be studied and modelled in context, that is, in terms of the real problems faced by real animals in real environments. Key Words: animal behaviour; levels; models; neuroethology; realism; robotics; simulation. (shrink)

Science is always presupposing some basic concepts that are held to be useful. These absolute presuppositions (Collingwood) are rarely debated and form the framework for what has been termed paradigm by Kuhn. Our currently accepted scientific model is predicated on a set of presuppositions that have difficulty accommodating holistic structures and relationships and are not geared towards incorporating non-local correlations. Since the theoretical models we hold also determine what we perceive and take as scientifically viable, it is important to look (...) for an alternative model that can deal with holistic relationships. One approach is to generalise algebraic quantum theory, which is an inherently holistic framework, into a generic model. Relaxing some restrictions and definitions from quantum theory proper yields an axiomatic framework that can be applied to any type of system. Most importantly, it keeps the core of the quantum theoretical formalism. It is capable of handling complementary observables, i.e. descriptors which are non-commuting, incompatible and yet collectively required to fully describe certain situations. It also predicts a generalised form of non-local correlations that in quantum theory are known as entanglement. This generalised version is not quantum entanglement but an analogue form of holistic, non-local connectedness of elements within systems, predicted to occur whenever elements within systems are described by observables which are complementary to the description of the whole system. While a considerable body of circumstantial evidence supports the plausibility of the model, we are not yet in a position to use it for clear cut predictions that could be experimentally falsified. The series of papers offered in this special issue are the beginning of what we hope will become a rich scientific debate. (shrink)

Highly idealized models may serve various epistemic functions, notably explanation, in virtue of representing the world. Inferentialism provides a prima facie compelling characterization of what constitutes the representation relation. In this paper, I argue that what I call factive inferentialism does not provide a satisfactory solution to the puzzle of model-based—factive—explanation. In particular, I show that making explanatory counterfactual inferences is not a sufficient guide for accurate representation, factivity, or realism. I conclude by calling for a more explicit specification of (...) model-world mismatches and properties imputation. (shrink)

Logic and philosophy of science share a long history, though contacts have gone through ups and downs. This paper is a brief survey of some major themes in logical studies of empirical theories, including links to computer science and current studies of rational agency. The survey has no new results: we just try to make some things into common knowledge.

In recent papers Hans Halvorson has offered a critique of the semantic view of theories, showing that theories may be the same although the corresponding sets of models are different and, conversely, that theories may be different although the corresponding sets of models are the same. This critique will be assessed, first, as it pertains to issues concerning scientific models in the empirical sciences and, second, independent of any concern with empirical science.

This paper seeks to evaluate the potential of the Newman objection to function as an immanent critique of Carnap's use of the Ramsey method of regimenting scientific theories. Stress is laid on the distinctive way in which ramseyfications are used by Carnap to formulate the analytic/synthetic distinction for the theoretical language and on the difference between the ontological and the epistemic readings of the Newman objection. While the former reading of the Newman objection is rejected as trading on an assumption (...) that Carnap did not share, the latter is accepted as critical. It is argued to turn on overlooking that the Ramsey sentence constitutes an idealization concerning which our normal expectations of what theories are like are bound to be frustrated. This idealisation need not reflect Carnap's considered view but can be regarded as adopted solely for the project of semantic explication. The distinctions drawn in the course of the argument also help to motivate Carnap's abstention from the discourse of realism and its denial. (shrink)

The dramatic and ongoing changes in the funding of science have stimulated interest in an economics of scientific knowledge, which would investigate the effects of these changes on the scientific enterprise. Hands has previously explored the lessons for such an ESK from the existing precedent of the sociology of scientific knowledge. In particular, he examines the philosophical problems of SSK and those that any ESK in its image would face. This paper explores this argument further by contending that more recent (...) literature in SSK exposes even deeper philosophical problems than those identified by Hands. Meaning finitism has emerged as the philosophical core of SSK. An examination of the profound problems with this position is used to show that an underlying extensionalism is the root of SSK's intractable philosophical difficulties, and to illustrate the entirely different approach of a critical philosophy that is advocated in its place. In this way, the project of an ESK is shown to depend upon a critical philosophy. (shrink)

Recently several philosophers of science have proposed what has come to be known as the semantic account of scientific theories. It is presented as an improvement on the positivist account, which is now called the syntactic account of scientific theories. Bas van Fraassen claims that the syntactic account does not give a satisfactory definition of "empirical adequacy" and "empirical equivalence". He contends that his own semantic account does define these notations acceptably, through the concept of "embeddability", a concept which he (...) claims cannot be defined syntactically. Here, I define a syntactic relation which corresponds to the semantic relation of "embeddability". I suggest that the critical differences between the positivist account and van Fraassen's account have nothing to do with the distinction between semantics and syntax. (shrink)

First attempt at applying contemporary philosophy of science to the basic problems of the philosophy of historiography that culminated in "Our Knowledge of the Past: A Philosophy of Historiography" (Cambridge University Press 2004).

In this paper we show that any reasoning process in which conclusions can be both fallible and corrigible can be formalized in terms of two approaches: (i) syntactically, with the use of defeasible reasoning, according to which reasoning consists in the construction and assessment of arguments for and against a given claim, and (ii) semantically, with the use of partial structures, which allow for the representation of less than conclusive information. We are particularly interested in the formalization of scientific reasoning, (...) along the lines traced by Lakatos’ methodology of scientific research programs. We show how current debates in cosmology could be put into this framework, shedding light on a very controversial topic. (shrink)

Historical analysis and policy making often require counterfactual thought experiments that isolate hypothesized causes from a vast array of historical possibilities. However, a core precept of Jervis's “systems thinking” is that causes are so interconnected that the historian can only with great difficulty imagine causation by subtracting all variables but one. Prediction, according to Jervis, is even more problematic: The more sensitive an event is to initial conditions (e.g., butterfly effects), the harder it is to derive accurate forecasts. Nevertheless, if (...) awareness of system effects can help forecasters better calibrate their probability estimates of whether or not certain events will come to pass, systems thinkers who are pessimistic about prediction are diluting their confidence too much. The challenge is a meta-cognitive one: thinking systematically about when to engage in systems thinking; and weighing the costs and benefits of using simple or complex heuristics in policy environments that can shift suddenly from quiescence to turbulence. (shrink)

Currently there is hardly any connection between philosophy of science and Artificial Intelligence research. We argue that both fields can benefit from each other. As an example of this mutual benefit we discuss the relation between Inductive-Statistical Reasoning and Default Logic. One of the main topics in AI research is the study of common-sense reasoning with incomplete information. Default logic is especially developed to formalise this type of reasoning. We show that there is a striking resemblance between inductive-statistical reasoning and (...) default logic. A central theme in the logical positivist study of inductive-statistical reasoning such as Hempels Criterion of Maximal Specificity turns out to be equally important in default logic. We also discuss to what extent the relevance of the results of Logical Positivism to AI research could contribute to a reevaluation of Logical Positivism in general. (shrink)

Computational modeling plays an increasingly important explanatory role in cases where we investigate systems or problems that exceed our native epistemic capacities. One clear case where technological enhancement is indispensable involves the study of complex systems.1 However, even in contexts where the number of parameters and interactions that define a problem is small, simple systems sometimes exhibit non-linear features which computational models can illustrate and track. In recent decades, computational models have been proposed as a way to assist us in (...) understanding emergent phenomena. (shrink)

This essay initiates a fundamental discussion about education’s nature and character, and raises the questions: Is education reliant on other disciplines as, for example, psychology, sociology and philosophy? Or may education be thought of independently, without being reliant on other disciplines? These questions are discussed in the light of Theodor Litt’s educational reading of Hegel’s understanding of dialectics, as it appears in the book Phenomenology of Spirit, in order to support that education has a relational and dialectic nature. In the (...) second part, we connect the concept of ‘Hegelian dialectic structure’ with scientific theory. More specifically, we introduce a theoretically oriented concept, based on semantic theory construction; namely, ‘relational parameter bundles’. This concept clarifies the difference between education and other ‘scientific,’ often more empirically based disciplines, such as psychology, on which education, or rather, educational researchers, traditionally rely. Through our theoretical approach we aim to uncover fundamental differences within different disciplines’ scientific thinking, and their use of theories and models, which then manifest themselves in the discipline’s scientific assessments and practical actions. An uncritical integration of other disciplines in education may destroy the ‘true’ nature of education, and thus pose a danger to education’s character, problem areas and ways of conducting research. That does not mean that education shall be isolated from other disciplines, it is rather a question of when perspectives from other disciplines should be included in educational matters. Not before the educational questions are raised and worked through will it be appropriate to obtain knowledge from other disciplines, if, that is, it is deemed necessary based on educational judgment. (shrink)

Pluralism is often put forth as a counter-position to reductionism. In this essay, I argue that reductionism and pluralism are in fact consistent. I propose that there are several potential goals for reductions and that the proper form of a reduction should be considered in tandem with the goal that it aims to achieve. This insight provides a basis for clarifying what version of reductionism are currently defended, for explicating the notion of a fundamental level of explanation, and for showing (...) how one can be both a reductionist and a pluralist. (shrink)

Abstract Psychology's goal has been to become a science, taking the modern natural sciences as the model. It has not been understood that each science undergoes a transition from early disunification to later unification, that a fundmental dimension is involved that differentiates sciences. Psychology is a modern disunified science, distinguished by its chaotic knowledge and ways of operating. A philosophy of science based on modem unified science, as philosophies generally are, is inappropriate as a means of understanding psychology or of (...) guiding its development. We need a philosophy to describe the special problems of theory construction of modern disunified sciences, and to advance paths by which to work on those problems. Theory tasks to be undertaken in large quantities range from articles to reduce artificial diversity to the construction of grand unified theory. Psychology must begin those tasks, and it must understand its characteristics as a modern disunified science, if it is to make good decisions concerning its development and organization. Otherwise it will continue on its path towards fragmentation, an impenetrable obstacle to full development as a science and a profession. (shrink)

Structural realists claim that we should endorse only what our scientific theories say about the structure of the unobservable world. But according to Newman’s Objection, the structural realist’s claims about unobservables are trivially true. In recent years, several theorists have offered responses to Newman’s Objection. But a common complaint is that these responses “give up the spirit” of the structural realist position. In this paper, I will argue that the simplest way to respond to Newman’s Objection is to return to (...) one of the standard motivations for adopting structural realism in the first place: the No Miracles Argument. Far from betraying the spirit of structural realism, the solution I present is available to any theorist who endorses this argument. (shrink)

Controversies in science have a tendency to be long-lasting. Moreover, they tend to wither rather than be solved by sorting out the arguments pro and con. Barring the sociological dimension, an important factor in the perpetuation of scientific controversies seems to be the contestants' passion for broad philosophical theses when it comes to defending their respective positions. In this paper one such controversy is analysed. It involves the alleged use of Popperian falsificationism to defend a position in (community) ecology some (...) years ago. The upshot of the analysis is that falsificationism is altogether irrelevant to the controversy's solution; philosophy, though, is utterly relevant if one limits it to elementary, uncontroversial, normative methodological principles. (shrink)

Eric Scerri has argued that chemists using ab initio calculations pursue a partial reduction of chemistry to physics, while accepting that full reduction (through axiomatization) is impractical. He characterizes this view as Popperian and naturalistic. However, Popper's position on reduction is not naturalistic, as he rejected axiomatization for different reasons.

The paper sketches an account of explanatory practice in which explanations are viewed as answers to explanation-requiring questions. To avoid difficulties in previous proposals, the paper uses the structuralist account of theory structure, arguing that theories are complex and evolving entities formed around a conceptual core and a set of intended applications. The argument is that this view does better justice to theories which involve a number of different kinds of theory-elements to give narrative explanations. Theories are, among other things, (...) devices which can be used to turn explanation-requiring questions into a form which allows assessment of potential answers. Evolutionary theory, both in Darwin's and the modern synthetic forms, are used as examples. The view advanced is that modern evolutionary theory need not have a unique core to which other theories serve as subcontractors. (shrink)

Science teaching always engages a philosophy of science. This article introduces a modern philosophy of science and indicates its implications for science education. The hermeneutic philosophy of science is the tradition of Kant, Heidegger, and Heelan. Essential to this tradition are two concepts of truth, truth as correspondence and truth as disclosure. It is these concepts that enable access to science in and of itself. Modern science forces aspects of reality to reveal themselves to human beings in events of disclosure. (...) The achievement of each event of disclosure requires the precise manipulation of equipment, which is an activity that depends on truth as correspondence. The implications of the hermeneutic philosophy of science for science education are profound. The article refers to Newton’s early work on optics to explore what the theory implies for teaching. Modern science—as the event of truth—is a relationship between an individual student, equipment, and reality. Science teachers provide for their students’ access to truth and they may show how their discipline holds a special relationship to reality. If the aim of science teaching is to enable students to disclose reality, the science curriculum will challenge some of the current practices of schooling. If teachers base science teaching upon the hermeneutic philosophy of science, science will assert itself as the intellectual discipline that derives from nature, and not from the inclinations of human beings. Science teachers teach nature’s own science. (shrink)