Kinds of Determinism in Science 505
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At Least in Biophysical Novelties Amihud Gilead
The Twilight of Determinism: At Least in Biophysical Novelties Amihud Gilead Department of Philosophy, Eshkol Tower, University of Haifa, Haifa 3498838 Email: [email protected] Abstract. In the 1990s, Richard Lewontin referred to what appeared to be the twilight of determinism in biology. He pointed out that DNA determines only a little part of life phenomena, which are very complex. In fact, organisms determine the environment and vice versa in a nonlinear way. Very recently, biophysicists, Shimon Marom and Erez Braun, have demonstrated that controlled biophysical systems have shown a relative autonomy and flexibility in response which could not be predicted. Within the boundaries of some restraints, most of them genetic, this freedom from determinism is well maintained. Marom and Braun have challenged not only biophysical determinism but also reverse-engineering, naive reductionism, mechanism, and systems biology. Metaphysically possibly, anything actual is contingent.1 Of course, such a possibility is entirely excluded in Spinoza’s philosophy as well as in many philosophical views at present. Kant believed that anything phenomenal, namely, anything that is experimental or empirical, is inescapably subject to space, time, and categories (such as causality) which entail the undeniable validity of determinism. Both Kant and Laplace assumed that modern science, such as Newton’s physics, must rely upon such a deterministic view. According to Kant, free will is possible not in the phenomenal world, the empirical world in which we 1 This is an assumption of a full-blown metaphysics—panenmentalism—whose author is Amihud Gilead. See Gilead 1999, 2003, 2009 and 2011, including literary, psychological, and natural applications and examples —especially in chemistry —in Gilead 2009, 2010, 2013, 2014a–c, and 2015a–d. -
Relational Quantum Mechanics
Relational Quantum Mechanics Matteo Smerlak† September 17, 2006 †Ecole normale sup´erieure de Lyon, F-69364 Lyon, EU E-mail: [email protected] Abstract In this internship report, we present Carlo Rovelli’s relational interpretation of quantum mechanics, focusing on its historical and conceptual roots. A critical analysis of the Einstein-Podolsky-Rosen argument is then put forward, which suggests that the phenomenon of ‘quantum non-locality’ is an artifact of the orthodox interpretation, and not a physical effect. A speculative discussion of the potential import of the relational view for quantum-logic is finally proposed. Figure 0.1: Composition X, W. Kandinski (1939) 1 Acknowledgements Beyond its strictly scientific value, this Master 1 internship has been rich of encounters. Let me express hereupon my gratitude to the great people I have met. First, and foremost, I want to thank Carlo Rovelli1 for his warm welcome in Marseille, and for the unexpected trust he showed me during these six months. Thanks to his rare openness, I have had the opportunity to humbly but truly take part in active research and, what is more, to glimpse the vivid landscape of scientific creativity. One more thing: I have an immense respect for Carlo’s plainness, unaltered in spite of his renown achievements in physics. I am very grateful to Antony Valentini2, who invited me, together with Frank Hellmann, to the Perimeter Institute for Theoretical Physics, in Canada. We spent there an incredible week, meeting world-class physicists such as Lee Smolin, Jeffrey Bub or John Baez, and enthusiastic postdocs such as Etera Livine or Simone Speziale. -
Defending the Subjective Component of Susan Wolf's
Defending the Subjective Component of Susan Wolf’s “Fitting Fulfillment View” About Meaning in Life. Andreas Hjälmarö Andreas Hjälmarö Kandidatuppsats Filosofi, 15 hp. Ht 2016 Handledare Frans Svensson Umeå Universitet, Umeå Table of content Abstract ................................................................................................................................................... 3 1. Introduction ..................................................................................................................................... 4 2. Background ...................................................................................................................................... 5 2.1 The question .................................................................................................................................. 5 2.2 Common answers .......................................................................................................................... 8 The nihilistic view ............................................................................................................................ 8 The super-naturalistic view ............................................................................................................. 8 The naturalistic view ....................................................................................................................... 9 2.3 Wolf’s view – a combination ...................................................................................................... -
Philosophy of Science and Philosophy of Chemistry
Philosophy of Science and Philosophy of Chemistry Jaap van Brakel Abstract: In this paper I assess the relation between philosophy of chemistry and (general) philosophy of science, focusing on those themes in the philoso- phy of chemistry that may bring about major revisions or extensions of cur- rent philosophy of science. Three themes can claim to make a unique contri- bution to philosophy of science: first, the variety of materials in the (natural and artificial) world; second, extending the world by making new stuff; and, third, specific features of the relations between chemistry and physics. Keywords : philosophy of science, philosophy of chemistry, interdiscourse relations, making stuff, variety of substances . 1. Introduction Chemistry is unique and distinguishes itself from all other sciences, with respect to three broad issues: • A (variety of) stuff perspective, requiring conceptual analysis of the notion of stuff or material (Sections 4 and 5). • A making stuff perspective: the transformation of stuff by chemical reaction or phase transition (Section 6). • The pivotal role of the relations between chemistry and physics in connection with the question how everything fits together (Section 7). All themes in the philosophy of chemistry can be classified in one of these three clusters or make contributions to general philosophy of science that, as yet , are not particularly different from similar contributions from other sci- ences (Section 3). I do not exclude the possibility of there being more than three clusters of philosophical issues unique to philosophy of chemistry, but I am not aware of any as yet. Moreover, highlighting the issues discussed in Sections 5-7 does not mean that issues reviewed in Section 3 are less im- portant in revising the philosophy of science. -
In Defence of Constructive Empiricism: Metaphysics Versus Science
To appear in Journal for General Philosophy of Science (2004) In Defence of Constructive Empiricism: Metaphysics versus Science F.A. Muller Institute for the History and Philosophy of Science and Mathematics Utrecht University, P.O. Box 80.000 3508 TA Utrecht, The Netherlands E-mail: [email protected] August 2003 Summary Over the past years, in books and journals (this journal included), N. Maxwell launched a ferocious attack on B.C. van Fraassen's view of science called Con- structive Empiricism (CE). This attack has been totally ignored. Must we con- clude from this silence that no defence is possible against the attack and that a fortiori Maxwell has buried CE once and for all, or is the attack too obviously flawed as not to merit exposure? We believe that neither is the case and hope that a careful dissection of Maxwell's reasoning will make this clear. This dis- section includes an analysis of Maxwell's `aberrance-argument' (omnipresent in his many writings) for the contentious claim that science implicitly and per- manently accepts a substantial, metaphysical thesis about the universe. This claim generally has been ignored too, for more than a quarter of a century. Our con- clusions will be that, first, Maxwell's attacks on CE can be beaten off; secondly, his `aberrance-arguments' do not establish what Maxwell believes they estab- lish; but, thirdly, we can draw a number of valuable lessons from these attacks about the nature of science and of the libertarian nature of CE. Table of Contents on other side −! Contents 1 Exordium: What is Maxwell's Argument? 1 2 Does Science Implicitly Accept Metaphysics? 3 2.1 Aberrant Theories . -
Models of Sociality After Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer Christopher J
University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School November 2017 From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer Christopher J. King University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the Philosophy Commons, and the Religious Thought, Theology and Philosophy of Religion Commons Scholar Commons Citation King, Christopher J., "From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer" (2017). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/7047 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. From Object to Other: Models of Sociality after Idealism in Gadamer, Levinas, Rosenzweig, and Bonhoeffer by Christopher J. King A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy with a concentration in Philosophy and Religion College of Arts and Sciences University of South Florida Co-Major Professor: Lee Braver, Ph.D. Co-Major Professor: Michael DeJonge, Ph.D. Cass Fisher, Ph.D. Michael Morris, Ph.D. Date of Approval: November 3, 2017 Keywords: ontology, dialogue, intersubjectivity, anthropology, -
The Philosophical Underpinnings of Educational Research
The Philosophical Underpinnings of Educational Research Lindsay Mack Abstract This article traces the underlying theoretical framework of educational research. It outlines the definitions of epistemology, ontology and paradigm and the origins, main tenets, and key thinkers of the 3 paradigms; positivist, interpetivist and critical. By closely analyzing each paradigm, the literature review focuses on the ontological and epistemological assumptions of each paradigm. Finally the author analyzes not only the paradigm’s weakness but also the author’s own construct of reality and knowledge which align with the critical paradigm. Key terms: Paradigm, Ontology, Epistemology, Positivism, Interpretivism The English Language Teaching (ELT) field has moved from an ad hoc field with amateurish research to a much more serious enterprise of professionalism. More teachers are conducting research to not only inform their teaching in the classroom but also to bridge the gap between the external researcher dictating policy and the teacher negotiating that policy with the practical demands of their classroom. I was a layperson, not an educational researcher. Determined to emancipate myself from my layperson identity, I began to analyze the different philosophical underpinnings of each paradigm, reading about the great thinkers’ theories and the evolution of social science research. Through this process I began to examine how I view the world, thus realizing my own construction of knowledge and social reality, which is actually quite loose and chaotic. Most importantly, I realized that I identify most with the critical paradigm assumptions and that my future desired role as an educational researcher is to affect change and challenge dominant social and political discourses in ELT. -
Causality and Determinism: Tension, Or Outright Conflict?
1 Causality and Determinism: Tension, or Outright Conflict? Carl Hoefer ICREA and Universidad Autònoma de Barcelona Draft October 2004 Abstract: In the philosophical tradition, the notions of determinism and causality are strongly linked: it is assumed that in a world of deterministic laws, causality may be said to reign supreme; and in any world where the causality is strong enough, determinism must hold. I will show that these alleged linkages are based on mistakes, and in fact get things almost completely wrong. In a deterministic world that is anything like ours, there is no room for genuine causation. Though there may be stable enough macro-level regularities to serve the purposes of human agents, the sense of “causality” that can be maintained is one that will at best satisfy Humeans and pragmatists, not causal fundamentalists. Introduction. There has been a strong tendency in the philosophical literature to conflate determinism and causality, or at the very least, to see the former as a particularly strong form of the latter. The tendency persists even today. When the editors of the Stanford Encyclopedia of Philosophy asked me to write the entry on determinism, I found that the title was to be “Causal determinism”.1 I therefore felt obliged to point out in the opening paragraph that determinism actually has little or nothing to do with causation; for the philosophical tradition has it all wrong. What I hope to show in this paper is that, in fact, in a complex world such as the one we inhabit, determinism and genuine causality are probably incompatible with each other. -
Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla
DOCUMENT RESUME ED 086 604 SO 006 822 AUTHOR Norris, Jack A., Jr. TITLE Introduction to Philosophy. Social Studies--Language Arts: 6414.16. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 72 NOTE 20p.; Authorized Course of Instruction for the Quinmester Program EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Course Objectives; Curriculum Guides; Grade 10; Grade 11; Grade 12; *Language Arts; Learnin4 Activities; *Logic; Non Western Civilization; *Philosophy; Resource Guides; Secondary Grades; *Social Studies; *Social Studies Units; Western Civilization IDENTIFIERS *Quinmester Program ABSTRACT Western and non - western philosophers and their ideas are introduced to 10th through 12th grade students in this general social studies Quinmester course designed to be used as a preparation for in-depth study of the various schools of philosophical thought. By acquainting students with the questions and categories of philosophy, a point of departure for further study is developed. Through suggested learning activities the meaning of philosopky is defined. The Socratic, deductive, inductive, intuitive and eclectic approaches to philosophical thought are examined, as are three general areas of philosophy, metaphysics, epistemology,and axiology. Logical reasoning is applied to major philosophical questions. This course is arranged, as are other quinmester courses, with sections on broad goals, course content, activities, and materials. A related document is ED 071 937.(KSM) FILMED FROM BEST AVAILABLE COPY U S DEPARTMENT EDUCATION OF HEALTH. NAT10N41 -
An Introduction to Mathematical Modelling
An Introduction to Mathematical Modelling Glenn Marion, Bioinformatics and Statistics Scotland Given 2008 by Daniel Lawson and Glenn Marion 2008 Contents 1 Introduction 1 1.1 Whatismathematicalmodelling?. .......... 1 1.2 Whatobjectivescanmodellingachieve? . ............ 1 1.3 Classificationsofmodels . ......... 1 1.4 Stagesofmodelling............................... ....... 2 2 Building models 4 2.1 Gettingstarted .................................. ...... 4 2.2 Systemsanalysis ................................. ...... 4 2.2.1 Makingassumptions ............................. .... 4 2.2.2 Flowdiagrams .................................. 6 2.3 Choosingmathematicalequations. ........... 7 2.3.1 Equationsfromtheliterature . ........ 7 2.3.2 Analogiesfromphysics. ...... 8 2.3.3 Dataexploration ............................... .... 8 2.4 Solvingequations................................ ....... 9 2.4.1 Analytically.................................. .... 9 2.4.2 Numerically................................... 10 3 Studying models 12 3.1 Dimensionlessform............................... ....... 12 3.2 Asymptoticbehaviour ............................. ....... 12 3.3 Sensitivityanalysis . ......... 14 3.4 Modellingmodeloutput . ....... 16 4 Testing models 18 4.1 Testingtheassumptions . ........ 18 4.2 Modelstructure.................................. ...... 18 i 4.3 Predictionofpreviouslyunuseddata . ............ 18 4.3.1 Reasonsforpredictionerrors . ........ 20 4.4 Estimatingmodelparameters . ......... 20 4.5 Comparingtwomodelsforthesamesystem . ......... -
Catholic Christian Christian
Religious Scientists (From the Vatican Observatory Website) https://www.vofoundation.org/faith-and-science/religious-scientists/ Many scientists are religious people—men and women of faith—believers in God. This section features some of the religious scientists who appear in different entries on these Faith and Science pages. Some of these scientists are well-known, others less so. Many are Catholic, many are not. Most are Christian, but some are not. Some of these scientists of faith have lived saintly lives. Many scientists who are faith-full tend to describe science as an effort to understand the works of God and thus to grow closer to God. Quite a few describe their work in science almost as a duty they have to seek to improve the lives of their fellow human beings through greater understanding of the world around them. But the people featured here are featured because they are scientists, not because they are saints (even when they are, in fact, saints). Scientists tend to be creative, independent-minded and confident of their ideas. We also maintain a longer listing of scientists of faith who may or may not be discussed on these Faith and Science pages—click here for that listing. Agnesi, Maria Gaetana (1718-1799) Catholic Christian A child prodigy who obtained education and acclaim for her abilities in math and physics, as well as support from Pope Benedict XIV, Agnesi would write an early calculus textbook. She later abandoned her work in mathematics and physics and chose a life of service to those in need. Click here for Vatican Observatory Faith and Science entries about Maria Gaetana Agnesi. -
An Energy and Determinist Approach of Quantum Mechanics Patrick Vaudon
An energy and determinist approach of quantum mechanics Patrick Vaudon To cite this version: Patrick Vaudon. An energy and determinist approach of quantum mechanics. 2018. hal-01714971v2 HAL Id: hal-01714971 https://hal.archives-ouvertes.fr/hal-01714971v2 Preprint submitted on 15 Mar 2018 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. An energy and determinist approach of quantum mechanics Patrick VAUDON Xlim lab – University of Limoges - France 0 Table of contents First part Classical approach of DIRAC equation and its solutions Introduction ............................................................................................................................................. 4 DIRAC equation ...................................................................................................................................... 9 DIRAC bi-spinors ................................................................................................................................. 16 Spin ½ of the electron ..........................................................................................................................