I examine whether or not it is apt to attribute knowledge to groups of scientists. I argue that though research teams can be aptly described as having knowledge, communities of scientists identified with research fields, and the scientific community as a whole are not capable of knowing. Scientists involved in research teams are dependent on each other, and are organized in a manner to advance a goal. Such teams also adopt views that may not be identical to the views of (...) the individual members of the group. (shrink)

My aim is to evaluate a new realist strategy for addressing the pessimistic induction, Ludwig Fahrbach’s (Synthese 180:139–155, 2011) appeal to the exponential growth of science. Fahrbach aims to show that, given the exponential growth of science, the history of science supports realism. I argue that Fahrbach is mistaken. I aim to show that earlier generations of scientists could construct a similar argument, but one that aims to show that the theories that they accepted are likely true. The problem with (...) this is that from our perspective on the history of science we know their argument is flawed. Consequently, we should not be impressed or persuaded by Fahrbach’s argument. Fahrbach has failed to identify a difference that matters between today’s theories and past theories. But realists need to find such a difference if they are to undermine the pessimistic induction. (shrink)

The anti-realist argument from underconsideration focuses on the fact that, when scientists evaluate theories, they only ever consider a subset of the theories that can account for the available data. As a result, when scientists judge one theory to be superior to competitor theories, they are not warranted in drawing the conclusion that the superior theory is likely true with respect to what it says about unobservable entities and processes. I defend the argument from underconsideration from the objections of Peter (...) Lipton. I argue that the inconsistency that Lipton claims to find in the argument vanishes once we understand what the anti-realist means when she claims that scientists are reliable. I also argue that collapsing the distinction between relative and absolute evaluations, as Lipton recommends, has its costs. Finally, I briefly examine Richard Boyd's influential defence of realism. (shrink)

Zaman, düşünce tarihinde üzerinde çokça tartışılmış ve muhtelif tanımlamaları yapılmış bir kavramdır. Bu makale de zamanın tanımlamasından ziyade onun üzerinde özellikle an kavramı merkezli bir düşünce etkinliği ortaya konulmaya çalışılmıştır. Bilhassa zaman ve an kavramları arasındaki farka değinilmiştir. Zamanın hareketin olduğu yerde var olduğunu, anın ise hem hareketin hem de durağanlığın olduğu her yerde karşımıza çıktığını belirterek zamanın akışkan hayatı ölçülebilir kılma çabasında var oluşuyla, anın ise bu akışkanlığın her safhasında var olduğuna temas edilmiştir. Aynı zamanda anın varoluş ile mütemadiyen (...) yan yana olduğu, algılanışının ise bireylerin tecrübeleriyle zuhur ettiği görüşü ortaya konulmuştur. An’ın insan tecrübesiyle anlam kazanması ve insanın anı nasıl değerlendirmesi gerektiği hususunda konu, kanaatimizce Asr Suresi ve Hz. Peygamberin (s.a.v) buyruğu ile temellendirilmiştir. Bahsi geçen konu, çeşitli filozofların görüşleri ile de desteklenmiştir. Daha sonra makalemizde modern düşüncenin insanı anı kaliteli yaşamaktan ziyade daha iyi gelecek vaadiyle kaygı ve huzursuzluğa sevk ettiğini ifade ettik. Makalemizin sonunda ise İslam’ın bu modern düşüncenin aksine insana akışkanlık içerisinde yaşarken anın kendisine sunduğu akışkanlığın her bir aşamasını en güzel şekilde değerlendirmesini emrettiği ve onu değerli bir maden gibi tavında işlemesi gerektiği mesajıyla sonuçlandırdık. (shrink)

After surveying and criticizing some earlier definitions of "disease", we propose that a general term--malady--be used to represent what all diseases, illnesses, injuries, etc., have in common. We define a malady as the suffering, or increased risk of suffering an evil in the absence of a distinct sustaining cause. We discuss the key terms in the definition: evil, distinct sustaining cause, and increased risk. We show that the role of abnormality is to clarify these terms rather than to be used (...) directly in the definition of malady. (shrink)

Machiavellianism has tremendous influence on modern business communities, especially in the U.S.A. and European countries. Businessmen today, it is said, prefer to follow the directions of pragmatism and expediency rather than the dictates of individual conscience.In principles and practices, Indian management by and large follows the Western line. Therefore, the question arises whether Machiavellian influences are perceptibly high on Indian managers. This question is more relevant in the light of a few surveys conducted on the ethical attitudes of Indian managers. (...) These identified a clear contrast between their expressed behaviour and wanted attitudes. The present study on the attitudes of managers from the major cities of India concludes that Niccolo Machiavelli inspires and influences Indian managers, but has not become the final determinant in their decision-making. (shrink)

I compare the epistemic culture of Wikipedia with the epistemic culture of science, with special attention to the culture of collaborative research in science. The two cultures differ markedly with respect to (1) the knowledge produced, (2) who produces the knowledge, and (3) the processes by which knowledge is produced. Wikipedia has created a community of inquirers that are governed by norms very different from those that govern scientists. Those who contribute to Wikipedia do not ground their claims on their (...) reputations as knowers, for they stand to lose nothing if and when their contributions are found to be misleading or false. And the immediacy of the medium encourages gossip and jokes. Hence, though we have some reason to believe that an invisible hand aids scientists in realizing their epistemic goals, we cannot ground our confidence in what is reported on Wikipedia on the fact that an invisible hand ensures quality. Nor is the information on Wikipedia aptly justified in a manner similar to the way testimony can be justified. (shrink)

Unlike the principles of Kant, Mill, and Rawls, those of principlism are not action guides that stem from an underlying, integrated moral theory. Hence problems arise in reconciling the principles with each other and, indeed, in interpreting them as action guides at all, since they have no content in and of themselves. Another approach to "theory and method in bioethics" is presented as an alternative to principlism, though actually the "alternative" predates principlism by about 10 years. The alternative's account of (...) morality stays close to ordinary, common morality with its rules and ideals, which in turn are grounded in aspects of human nature. As such, morality must be understood to be a rational, impartial, and public system that is incumbent on everyone. Morality is a unified and integrated system. The moral rules and ideals are also "culture-" and "profession-sensitive" in that they are interpreted more specifically within these various contexts. (shrink)

It is only when mixing two or more pure substances along a reversible path that the entropy of the mixing can be made physically manifest. It is not, in this case, a mere mathematical artifact. This mixing requires a process of successive stages. In any finite number of stages, the external manifestation of the entropy change, as a definite and measurable quantity of heat, isa fully continuous function of the relevant variables. It is only at an infinite and unattainable limit (...) thata non-uniform convergence occurs. And this occurs when considered in terms of the number of stages together with a distinguishability parameter appropriate to the particular device which is used to achieve reversibility. These considerations, which are of technological interest to chemical engineers, resolve a paradox derived in chemical theory called Gibbs'' Paradox. (shrink)

Welcome to the world of cutting-edge math, physics, and neuroscience, where the search for the ultimate vacuum, the point of nothingness, ground zero of theory, has rendered the universe deep, rich, and juicy. "Modern physics has animated the void," says K. C. Cole in her entrancing journey into the heart of Nothing. Every time scientists and mathematicians think they have reached the ultimate void, new stuff appears: a black hole, an undulating string, an additional dimension of space or time, repulsive (...) anti-gravity, universes that breed like bunnies. Cole's exploration at the edge of everything is as animated and exciting as the void itself. Take Cole's hand on this adventure into the unknown, and you'll come back informed, amused, and excited. (shrink)

The Aristotelian view that the moral virtues–the virtues of character informed by practical wisdom–are essential to an individual's happiness, and are thus in an individual's self-interest, has been little discussed outside of purely scholarly contexts. With a few exceptions, contemporary philosophers have tended to be suspicious of Aristotle's claims about human nature and the nature of rationality and happiness. But recent scholarship has offered an interpretation of the basic elements of Aristotle's views of human nature and happiness, and of reason (...) and virtue, that brings them more into line with common-sense thinking and with contemporary philosophical and empirical psychology. This makes it fruitful to reexamine the question of the role of virtue in self-interest. (shrink)

Irreversibility, it is claimed, is a much broader concept than is entropy increase, as is shown by the occurrence of certain processes which are irreversible without seeming to involve any intrinsic entropy change. These processes include the spreading outwards into space of particles, or of radiation, and they also include certain biological and mental phenomena. For instance, the irreversible and treelike branching which is characteristic of natural evolution is not entropic when it is considered in itself—i.e. in abstraction from accompanying (...) biochemical and physiological activity. What appears to be the common feature of all forms of irreversibility is the fanning out of trajectories, new entities or new states, in the temporal direction towards the future. (shrink)

Two firm points in the chronology of Antiphon's speeches are VI περ το χορευτο in 419/81 and the Defence in 411/02. Speech V περ τσ 'Hρδου is now generally dated between these two; only the vaguest attempts have been made to date I κατ τσ μητρυασ; there is no general agreement on either the date or the authorship of the Tetralogies. The main purpose of this paper is to adduce linguistic as well as external evidence for the dating of V (...) in the neighbourhood of 414 and to show grounds for dating I between VI and V. Its secondary purpose is to apply some of the results gained in this inquiry to the fragments and the Tetralogies. (shrink)

The paper explores the relationship between learning, spirituality and management. The American philoso pher Gregory Bateson's theory on categories of learning provides the backdrop for the analysis and this is compared with a model of spiritual development developed by S.K. Chakraborty from the Indian Institute of Management in Calcutta. These two models propose that spiritual development is linked with both learning and existence, but only those forms of learning and existence which are subjective in nature and inspire the learner to (...) pursue a path of self development. The models suggest that while the traditional frameworks of spiritual teaching via the church and the like might satisfy many Christians, its domination is coming under threat by a growing number in the community who are seeking a form of spirituality that is less connected with dogma. The form of learning that this movement represents finds its parallel in management, with the emergence offlatter structures and finding ways to involve employees in the decision-making process. The article presents the results of a survey conducted at the 1998 Spirituality, Leadership and Management conference to determine attendees'views on spirituality, leadership and management, and how these comform to the expectations as outlined in Bateson's categories of learning and Chakraborty's categories of existence. (shrink)

Harris’ reply to our defence of the National Institute for Clinical Excellence’s (NICE) current cost-effectiveness procedures contains two further errors. First, he wrongly draws a conclusion from the fact that NICE does not and cannot evaluate all possible uses of healthcare resources at any one time and generally cannot know which National Health Service (NHS) activities would be displaced or which groups of patients would have to forgo health benefits: the inference is that no estimate is or can be made (...) by NICE of the benefits to be forgone. This is a non-sequitur. Second, he asserts that it is a flaw at the heart of the use of quality-adjusted life years (QALYs) as an outcome measure that comparisons between people need to be made. Such comparisons do indeed have to be made, but this is not a consequence of the choice of any particular outcome measure, be it the QALY or anything else. (shrink)

I examine the value and limitations of Kuhn’s Structure of Scientific Revolutions. In the interests of developing a social epistemology of science, I argue that we should draw on Kuhn’s later work, published in The Road since Structure. There, Kuhn draws attention to the important role that specialty formation plays in resolving crises in science, a topic he did not discuss in Structure. I argue that we need to develop a better understanding of specialty research communities. Kuhn’s later work provides (...) a research agenda for those who want to study scientific specialization. I briefly discuss some recent studies that promise to provide valuable insight into the social structure of science. (shrink)

The goal is to isolate points of philosophical interest in the preceding articles on narrative medical ethics in order to focus subsequent dialogue between the two disciplines. Ethics is an enterprise that has over the centuries developed a somewhat malleable structure, comprising characteristics, methods, lines of reasoning, rules, principles, assumptions, and arguments. This structure provides the framework within which many disciplines contribute to ethics through the exercise of their particular interests, skills, and methods. Challenging or changing the structural components requires (...) arguments of a traditional sort appropriate to the discipline of ethics. Three tenets are proposed as comprising the “received view” or credo of the literature and ethics movement. Each is examined. Then the individual articles in this issue are explored to the end of ferreting out points that would be fruitful points of discussion between philosophy and literature folks pursuing their mutual interest in ethics. (shrink)

Formalized Responsible Conduct of Research (RCR) programs have become a compliance requirement. Yet evidence consistently demonstrates that compliance-based ethics training focused on teaching regulations and “rules” fails to create ethical cultures. Research and practice in behavioral ethics have demonstrated that there is value in moving away from rule-based, normative, ethics education toward approaches rooted in descriptive explainations about how and why individuals make unethical decisions, and focused on environmental and cultural influences. We examine the circumstances—and subsequent assumptions—that lead to compliance-based (...) RCR training, unpack those assumptions, and identify their outcomes. The question at the heart of compliance-based training is “What must we teach people so they will make ethical decisions?” The command-and-control nature of this question fails to encompass needed elements for broader research integrity, namely, developing ethical habits and building skills for ethical decision-making. Asking instead “How do we develop people to articulate and act in alignment with ethical values?” helps to shift toward more effective and sustainable ethics education. Educating about ethical decision-making develops people who are more practically wise and who can influence the cultures of the environments in which they work. We conclude by offering examples of ethics education and development that are asking the right question and include information about our own leadership development program for elite laboratory scientists that is seeking to support ethical and healthy working cultures. (shrink)