The Unity of Knowledge: History As Science and Art
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Historical Concepts, Social Ontology, Macrohistory*
Historical Concepts, Social Ontology, Macrohistory* Daniel Little University of Michigan-Dearborn There is a body of work in history and historical sociology in which it is possible to identify the strands of a new paradigm of historical inquiry—what might be called “meso-history.” This work provides examples of strong, innovative macro-explanations that give more compelling and nuanced expression to this approach to historiography than past macro-history. I characterize this paradigm as “conjunctural contingent meso- history” (CCM), and I argue that this approach allows for a middle way between grand theory and excessively particularistic narrative. The paradigm recognizes historical contingency—at any given juncture there are multiple outcomes which might have occurred. It recognizes the role of agency—leaders, inventors, engineers, activists, and philosophers are able to influence the course of development in particular historical contexts. It recognizes the multiplicity of causes that are at work in almost all historical settings—thereby avoiding the mono-causal assumptions of much previous macro- history. And it recognizes, finally, that there are discernible structures, processes, and constraints that recur in various historical settings and that play a causal role in the direction and pace of change. It is therefore an important part of the historian’s task to identify these structures and trace out the ways in which they constrain and motivate individuals in particular settings, leading to outcomes that can be explained as contingent * Earlier versions of this paper were presented at the Social Science History Association (October 2000) and at the University of Michigan-Dearborn, and the author expresses his gratitude for comments and suggestions extended on those occasions. -
Would ''Direct Realism'' Resolve the Classical Problem of Induction?
NOU^S 38:2 (2004) 197–232 Would ‘‘Direct Realism’’ Resolve the Classical Problem of Induction? MARC LANGE University of North Carolina at Chapel Hill I Recently, there has been a modest resurgence of interest in the ‘‘Humean’’ problem of induction. For several decades following the recognized failure of Strawsonian ‘‘ordinary-language’’ dissolutions and of Wesley Salmon’s elaboration of Reichenbach’s pragmatic vindication of induction, work on the problem of induction languished. Attention turned instead toward con- firmation theory, as philosophers sensibly tried to understand precisely what it is that a justification of induction should aim to justify. Now, however, in light of Bayesian confirmation theory and other developments in epistemology, several philosophers have begun to reconsider the classical problem of induction. In section 2, I shall review a few of these developments. Though some of them will turn out to be unilluminating, others will profitably suggest that we not meet inductive scepticism by trying to justify some alleged general principle of ampliative reasoning. Accordingly, in section 3, I shall examine how the problem of induction arises in the context of one particular ‘‘inductive leap’’: the confirmation, most famously by Henrietta Leavitt and Harlow Shapley about a century ago, that a period-luminosity relation governs all Cepheid variable stars. This is a good example for the inductive sceptic’s purposes, since it is difficult to see how the sparse background knowledge available at the time could have entitled stellar astronomers to regard their observations as justifying this grand inductive generalization. I shall argue that the observation reports that confirmed the Cepheid period- luminosity law were themselves ‘‘thick’’ with expectations regarding as yet unknown laws of nature. -
There Is No Pure Empirical Reasoning
There Is No Pure Empirical Reasoning 1. Empiricism and the Question of Empirical Reasons Empiricism may be defined as the view there is no a priori justification for any synthetic claim. Critics object that empiricism cannot account for all the kinds of knowledge we seem to possess, such as moral knowledge, metaphysical knowledge, mathematical knowledge, and modal knowledge.1 In some cases, empiricists try to account for these types of knowledge; in other cases, they shrug off the objections, happily concluding, for example, that there is no moral knowledge, or that there is no metaphysical knowledge.2 But empiricism cannot shrug off just any type of knowledge; to be minimally plausible, empiricism must, for example, at least be able to account for paradigm instances of empirical knowledge, including especially scientific knowledge. Empirical knowledge can be divided into three categories: (a) knowledge by direct observation; (b) knowledge that is deductively inferred from observations; and (c) knowledge that is non-deductively inferred from observations, including knowledge arrived at by induction and inference to the best explanation. Category (c) includes all scientific knowledge. This category is of particular import to empiricists, many of whom take scientific knowledge as a sort of paradigm for knowledge in general; indeed, this forms a central source of motivation for empiricism.3 Thus, if there is any kind of knowledge that empiricists need to be able to account for, it is knowledge of type (c). I use the term “empirical reasoning” to refer to the reasoning involved in acquiring this type of knowledge – that is, to any instance of reasoning in which (i) the premises are justified directly by observation, (ii) the reasoning is non- deductive, and (iii) the reasoning provides adequate justification for the conclusion. -
Is There a Future for Italian Microhistory in the Age of Global History?
Is There a Future for Italian Microhistory in the Age of Global History? Francesca Trivellato In the late 1970s and 80s, particularly after the appearance of Carlo Ginzburg’s The Cheese and the Worms (1976) and Giovanni Levi’s Inheriting Power (1985), Italian microhistory shook the ground of established historiographical paradigms and practices. Since then, as Anthony Grafton put it, “Microhistories have captivated readers, won places on syllabi, been translated into many languages – and enraged and delighted their [the authors’] fellow professionals” (2006, 62). Are the questions that propelled Italian microhistory still significant or have they lost impetus? How has the meaning of microhistory changed over the past thirty years? And what can this approach contribute nowadays, when ‘globalization’ and ‘global’ are the dominant keywords in the humanities and the social sciences – keywords that we hardly associate with anything micro? In what follows, I wish to put forth two arguments. I suggest that the potential of a microhistorical approach for global history remains underexploited. Since the 1980s, the encounter between Italian microhistory and global history has been confined primarily to the narrative form. A host of studies of individuals whose lives traversed multiple linguistic, political, and religious boundaries has enjoyed considerable success among scholars and the broad public alike. These are predicated on the idea that a micro- and biographical scale can best portray the entanglement of cultural traditions produced by the growing contacts and clashes between different societies that followed the sixteenth- century European geographical expansion. They also reflect a greater comfort among historians and the general reader, perhaps most pronounced in Anglophone countries, with narration rather than social scientific analysis. -
Pragmatism Is As Pragmatism Does: of Posner, Public Policy, and Empirical Reality
Volume 31 Issue 3 Summer 2001 Summer 2001 Pragmatism Is as Pragmatism Does: Of Posner, Public Policy, and Empirical Reality Linda E. Fisher Recommended Citation Linda E. Fisher, Pragmatism Is as Pragmatism Does: Of Posner, Public Policy, and Empirical Reality, 31 N.M. L. Rev. 455 (2001). Available at: https://digitalrepository.unm.edu/nmlr/vol31/iss3/2 This Article is brought to you for free and open access by The University of New Mexico School of Law. For more information, please visit the New Mexico Law Review website: www.lawschool.unm.edu/nmlr PRAGMATISM IS AS PRAGMATISM DOES: OF POSNER, PUBLIC POLICY, AND EMPIRICAL REALITY LINDA E. FISHER* Stanley Fish believes that my judicial practice could not possibly be influenced by my pragmatic jurisprudence. Pragmatism is purely a method of description, so I am guilty of the "mistake of thinking that a description of a practice has cash value in a game other than the game of description." But he gives no indication that he has tested this assertion by reading my judicial opinions.' I. INTRODUCTION Richard Posner, until recently the Chief Judge of the United States Court of Appeals for the Seventh Circuit, has been much studied; he is frequently controversial, hugely prolific, candid, and often entertaining.2 Judge Posner is repeatedly in the news, most recently as a mediator in the Microsoft antitrust litigation3 and as a critic of President Clinton.4 Posner's shift over time, from a wealth-maximizing economist to a legal pragmatist (with wealth maximization as a prominent pragmatic goal), is by now well documented.' This shift has been set forth most clearly in The Problematics of Moral and Legal Theory,6 as well as Overcoming Law7 and The Problems of Jurisprudence.8 The main features of his pragmatism include a Holmesian emphasis on law as a prediction of how a judge will rule.9 An important feature of law, then, is its ability to provide clear, stable guidance to those affected by it. -
A WIN-WIN SOLUTION the Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D
A WIN-WIN SOLUTION The Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D. MAY 2016 About the Friedman Foundation for Educational Choice The Friedman Foundation for Educational Choice is a 501(c)(3) nonprofit and nonpartisan organization, solely dedicated to advancing Milton and Rose Friedman’s vision of school choice for all children. First established as the Milton and Rose D. Friedman Foundation in 1996, the Foundation promotes school choice as the most effective and equitable way to improve the quality of K–12 education in America. The Friedman Foundation is dedicated to research, education, and outreach on the vital issues and implications related to school choice. A WIN-WIN SOLUTION The Empirical Evidence on School Choice FOURTH EDITION Greg Forster, Ph.D. MAY 2016 Table of Contents Executive Summary .......................................................................................................................1 Introduction ....................................................................................................................................3 Choice in Education .................................................................................................................3 Why Science Matters—the “Gold Standard” and Other Methods ....................................4 The Method of This Report .....................................................................................................6 Criteria for Study Inclusion or Exclusion .......................................................................6 -
Sacred Rhetorical Invention in the String Theory Movement
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Communication Studies Theses, Dissertations, and Student Research Communication Studies, Department of Spring 4-12-2011 Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement Brent Yergensen University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/commstuddiss Part of the Speech and Rhetorical Studies Commons Yergensen, Brent, "Secular Salvation: Sacred Rhetorical Invention in the String Theory Movement" (2011). Communication Studies Theses, Dissertations, and Student Research. 6. https://digitalcommons.unl.edu/commstuddiss/6 This Article is brought to you for free and open access by the Communication Studies, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Communication Studies Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT by Brent Yergensen A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Communication Studies Under the Supervision of Dr. Ronald Lee Lincoln, Nebraska April, 2011 ii SECULAR SALVATION: SACRED RHETORICAL INVENTION IN THE STRING THEORY MOVEMENT Brent Yergensen, Ph.D. University of Nebraska, 2011 Advisor: Ronald Lee String theory is argued by its proponents to be the Theory of Everything. It achieves this status in physics because it provides unification for contradictory laws of physics, namely quantum mechanics and general relativity. While based on advanced theoretical mathematics, its public discourse is growing in prevalence and its rhetorical power is leading to a scientific revolution, even among the public. -
The Empirical Approach to Political Science 27
THE EMPIRICAL APPROACH 2 TO POLITICAL SCIENCE olitical scientists Jeffrey Winters and Benjamin Page wonder CHAPTER OBJECTIVES Pif the United States, despite being a nominal democracy, is not in fact governed by an oligarchy, a relatively small num- 2.1 Identify eight characteristics of ber of very wealthy individuals and families.1 Their work leads empiricism. them to conclude: 2.2 Discuss the importance of distributetheory in empiricism. We believe it is now appropriate to . think about the possibility of extreme political inequality, involving great 2.3 Explain the five steps in the political influence by a very small number of wealthy or empirical research process. individuals. We argue that it is useful to think about the 2.4 Describe practical obstacles US political system in terms of oligarchy.2 that challenge the empirical approach. What are we to make of a (perhaps startling) claim such as this? How do we know it’s true? Should we accept it? 2.5 Summarize competing As the title of our book and this chapterpost, suggest, we have perspectives. confidence in a statement like Winters and Page’s if they arrive at their (tentative) conclusion through empiricism. This term is perhaps best explained by reference to an old joke. Three baseball umpires are discussing their philosophy of calling balls and strikes. The first umpire says, “I call ’em as I see ’em.” The next one replies, “That’s nothing. I call ’em as they are.” Finally, the third chimes in, “Oh yeah! Well, they ain’t nothing until I call ’em.” We put aside Umpirescopy, 1 and 3 until later in the chapter. -
Three Objections to the Use of Empiricism in Criminal Law and Procedure—And Three Answers
MEARES.DOC 2/20/2003 10:44 AM THREE OBJECTIONS TO THE USE OF EMPIRICISM IN CRIMINAL LAW AND PROCEDURE—AND THREE ANSWERS Tracey L. Meares* Recent studies show that, over the past decade, judges and law- yers have begun to cite to empirical studies in their work with increas- ing regularity. However, the use of empiricism is still not common in many areas of the law. In this article, Tracey L. Meares draws on her background in criminal justice to highlight three major objections to the use of empiricism in criminal law and procedure: (1) much of the empirical evidence used by courts is flawed and courts are not equipped to deal with complicated social scientific data; (2) the use of empiricism decreases public acceptance in the criminal justice system, which in turn, prevents an individual from internalizing legal rules (“less information is better”); and (3) empirical information is irrele- vant to the normative goals of criminal law and procedure. After fully analyzing these objections, the author presents various counter- arguments that underscore the importance of using empiricism in the creation and interpretation of criminal law and procedure. Professor Meares dismisses the first critique as merely an objec- tion to bad social science and argues for the use of critical review as one of the mechanisms by which courts could screen social science re- search. The author responds to the “less information is better” objec- tion by attacking it on moral grounds and by demonstrating how the use of empirical evidence can lead to higher levels of legitimacy and to greater compliance with the law. -
The Principal Elements of the Nature of Science: Dispelling the Myths
THE PRINCIPAL ELEMENTS OF THE NATURE OF SCIENCE: DISPELLING THE MYTHS William F. McComas Rossier School of Education - WPH Univerisity of Southern California Los Angeles, CA 90089-0031 Adapted from the chapter in W. F. McComas (ed.) The Nature of Science in Science Education, 53-70. © 1998 Kluwer Academic Publishers. Printed in the Netherlands. The “myths of science” discussed here are commonly included in science textbooks, in classroom discourse and in the minds of adult Americans. These fifteen issues, described here as “myths of science,” do not represent all of the important issues that teachers should consider when designing instruction relative to the nature of science, but may serve as starting points for evaluating current instructional foci while enhancing future curriculum design. Misconceptions about science are most likely due to the lack of philosophy of science content in teacher education programs and the failure of such programs to provide real science research experiences for preservice teachers while another source of the problem may be the generally shallow treatment of the nature of science in the textbooks to which teachers might turn for guidance. Some of these myths, such as the idea that there is a scientific method, are most likely caused by the explicit inclusion of faulty ideas in textbooks while others, such as lack of knowledge of the social construction of scientific knowledge, are the result of omissions in texts. As Steven Jay Gould points out in The Case of the Creeping Fox Terrier Clone (1988), science textbook writers are among the most egregious purveyors of myth and inaccuracy. -
1 Phil. 4400 Notes #1: the Problem of Induction I. Basic Concepts
Phil. 4400 Notes #1: The problem of induction I. Basic concepts: The problem of induction: • Philosophical problem concerning the justification of induction. • Due to David Hume (1748). Induction: A form of reasoning in which a) the premises say something about a certain group of objects (typically, observed objects) b) the conclusion generalizes from the premises: says the same thing about a wider class of objects, or about further objects of the same kind (typically, the unobserved objects of the same kind). • Examples: All observed ravens so far have been The sun has risen every day for the last 300 black. years. So (probably) all ravens are black. So (probably) the sun will rise tomorrow. Non-demonstrative (non-deductive) reasoning: • Reasoning that is not deductive. • A form of reasoning in which the premises are supposed to render the conclusion more probable (but not to entail the conclusion). Cogent vs. Valid & Confirm vs. Entail : ‘Cogent’ arguments have premises that confirm (render probable) their conclusions. ‘Valid’ arguments have premises that entail their conclusions. The importance of induction: • All scientific knowledge, and almost all knowledge depends on induction. • The problem had a great influence on Popper and other philosophers of science. Inductive skepticism: Philosophical thesis that induction provides no justification for ( no reason to believe) its conclusions. II. An argument for inductive skepticism 1. There are (at most) 3 kinds of knowledge/justified belief: a. Observations b. A priori knowledge c. Conclusions based on induction 2. All inductive reasoning presupposes the “Inductive Principle” (a.k.a. the “uniformity principle”): “The course of nature is uniform”, “The future will resemble the past”, “Unobserved objects will probably be similar to observed objects” 3. -
Mentalités, Identities, and Practices Daniel Little University of Michigan-Dearborn
Mentalités, Identities, and Practices Daniel Little University of Michigan-Dearborn What role do socially shared ideas and identities play in historical causation? Large-scale historical causation commonly involves objective factors such as climate, demography, and natural resources; it involves as well reference to social structural factors such as political institutions, cities, or transportation networks. Is there a rigorous meaning to be assigned to the notion of “mentalité”—a broadly shared set of ideas and values within a given people? Do subjective factors such as paradigms, practices, or moral systems influence historical change? Are social identities among the “furniture” of history? The paper will provide a contemporary account of the nature of “mentalité.” It will explore the question of how mentalités and identities are embodied in an individual and a population. In what do identities consist? How are they created and sustained? How do identities and mentalités influence history—what are some of the causal pathways (microfoundations) through which such a formation can influence historical outcomes? And the paper will examine several important examples of historical explanation that turns on reference to socially shared ideas, norms, and practices. The practice of insightful historians in their treatment of factors such as these can go a long ways towards providing illuminating answers to these foundational questions. The perspective I will adopt here takes up one of the challenges that Satya Mohanty, Paula Moya, and others present within the context of the “post-positivist realism” approach to minority studies and literary theory (Moya and Hames-Garcia 2000): to be realist about social identities. These authors proposed that we should pay close attention to the social and historical mechanisms through which identities are transmitted and embodied.