Special Sciences (Or: the Disunity of Science As a Working Hypothesis) Author(S): J
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
The Epistemology of Evidence in Cognitive Neuroscience1
To appear in In R. Skipper Jr., C. Allen, R. A. Ankeny, C. F. Craver, L. Darden, G. Mikkelson, and R. Richardson (eds.), Philosophy and the Life Sciences: A Reader. Cambridge, MA: MIT Press. The Epistemology of Evidence in Cognitive Neuroscience1 William Bechtel Department of Philosophy and Science Studies University of California, San Diego 1. The Epistemology of Evidence It is no secret that scientists argue. They argue about theories. But even more, they argue about the evidence for theories. Is the evidence itself trustworthy? This is a bit surprising from the perspective of traditional empiricist accounts of scientific methodology according to which the evidence for scientific theories stems from observation, especially observation with the naked eye. These accounts portray the testing of scientific theories as a matter of comparing the predictions of the theory with the data generated by these observations, which are taken to provide an objective link to reality. One lesson philosophers of science have learned in the last 40 years is that even observation with the naked eye is not as epistemically straightforward as was once assumed. What one is able to see depends upon one’s training: a novice looking through a microscope may fail to recognize the neuron and its processes (Hanson, 1958; Kuhn, 1962/1970).2 But a second lesson is only beginning to be appreciated: evidence in science is often not procured through simple observations with the naked eye, but observations mediated by complex instruments and sophisticated research techniques. What is most important, epistemically, about these techniques is that they often radically alter the phenomena under investigation. -
The Myth of Supervenient Microphysicalism
The myth of supervenient microphysicalism Juan Diego Morales1 (Universidad de Cartagena) So my aim is only to establish conditional claims of the form: even if certain facts are emergent vis‑à‑vis the microphysical realm, Physicalism can still be true. Papineau, 2008: 132 1. What physicalism is Let us begin with the idea that physicalism is the ontological theory which claims that the entities that constitute our world are physical enti‑ ties, phenomena which the physical sciences must discover and articulate in their theories.2 Following the naturalistic trend of philosophy in recent times, con‑ temporary philosophers have considered that physicalism is both an a pos‑ teriori and contingent thesis. Its a posteriori sense derives from the fact of being a position that tries to overcome the problems of its direct predeces‑ 1 [email protected]. My thanks to Alejandro Rosas, Brian McLaughlin, Reinaldo Bernal, and Larry Shapiro, for helpful and clarifying comments on drafts of this paper. 2 Here I will use the general sense of “entity” and “phenomenon” for including both particulars (as objects, events, processes, and so on) and what many theorists take as universals (as properties, relations, and laws). Philosophica, 48, Lisboa, 2016, pp. 47-61. Philosophica 48.indd 47 22/11/2016 9:26:50 PM 48 Juan Diego Morales sor, materialism. The latter was established as a metaphysical doctrine that attempted to specify the entities of our world in an a priori way, in terms of a specific set of features that supposedly defined the material; features such as conservation, deterministic and on contact interaction, impenetrability, inertia, and solidity.3 But this a priori specification proved to be wrong. -
On Hypotheses
On hypotheses... Andrew Chesterman MuTra, 3.10.2008 Outline • Introduction • Some conceptual analysis • Developing a hypothesis • Empirical hypotheses > examples • Interpretive hypotheses • Notes on the quality of hypotheses • Hypotheses in research designs • Notes on Johansson’s article • Some references “Hypotheses non fingo” (Isaac Newton, 1713) ‘I feign no hypotheses’ (... about the constitution of space, which might explain gravity.) >> facts, precise measurements and logical reasoning, not speculation... Darwin, Notebook 1837 Peirce: Abductive reasoning Deduction: All the beans from this bag are white. These beans are from this bag. > These beans are white. Induction: These beans are from this bag. These beans are white. [And these and...] > All the beans in the bag are white. Abduction: All the beans from this bag are white. These beans are white. > These beans are [probably] from this bag. Peirce: Abductive reasoning - Reasoning via hypotheses - A surprising observation would make sense if X were true... so X is probably true - Leads to new knowledge - Fallibility The idea of the working hypothesis is “one of the most important discoveries of modern times, which has replaced the idea of dogma and doctrine.” Aldous Huxley A hypothesis is a kind of ...............? A hypothesis is a kind of ...............? X hypothesis P Q R d e f g Definition Hypothesis: a good guess at the best answer to a question, based on the most reliable facts available; a guess that will be TESTED. Related concepts: possible co-hyponyms of “hypothesis” • assumption, claim, argument... • 䍏 testable vs 䍏 falsifiable • variable focus on testing: assumption (> not tested in a given project) claim, argument (> testable against evidence, alternatives etc) empirical hypothesis (> falsifiable) A hypothesis is also a kind of theory Popper’s model of scientific progress: Problem 1 > Tentative Theory (hypothesis) > Error Elimination (testing) > Problem 2 .. -
Linguistics As a “Special Science”: a Comparison of Sapir and Fodor Els Elffers
Chapter 4 Linguistics as a “special science”: A comparison of Sapir and Fodor Els Elffers Independently of each other, the linguist-anthropologist Edward Sapir (1884–1939) and the philosopher of mind Jerry Fodor (1935–2017) developed a similar typol- ogy of scientific disciplines. “Basic” (Fodor) or “conceptual” (Sapir) sciences (e.g. physics) are distinguished from “special” (Fodor) or “historical” (Sapir) sciences (e.g. linguistics). Ontologically, the latter sciences are reducible to the former, but they keep their autonomy as intellectual enterprises, because their “natural kinds” are unlike those of the basic sciences. Fodor labelled this view “token physicalism”. Although Sapir’s and Fodor’s ideas were presented in very different periods of intel- lectual history (in 1917 and 1974) and in very different intellectual contexts (roughly: Geisteswissenschaften and logical positivism), the similarity between them is strik- ing. When compared in detail, some substantial differences can also be observed, which are mainly related to contextual differences. When applied to linguistics, Sapir’s and Fodor’s views offer a perspective of autonomy, albeit in different ways: for Fodor, but not for Sapir, linguistics is a subfield of psychology. 1 Introduction In 1974, Jerry Fodor (1935–2017) introduced “token physicalism”, a non-reductive variety of physicalism, which applies to “special sciences”.1 According to Fodor, special sciences, such as economics, psychology and linguistics cannot be en- tirely reduced to physics, which is a “basic science”. Such a reduction would im- ply that special sciences actually disappear as autonomous sciences. According to Fodor, special sciences retain their autonomy, because reduc- tion is possible only with respect to the events they describe (“tokens”), not with 1Token physicalism belongs to a larger class of non-reductive types of physicalism. -
On Interpreting Strong Supervenience
Western Michigan University ScholarWorks at WMU Master's Theses Graduate College 12-1996 On Interpreting Strong Supervenience Zachary J. Ernst Follow this and additional works at: https://scholarworks.wmich.edu/masters_theses Part of the Philosophy Commons Recommended Citation Ernst, Zachary J., "On Interpreting Strong Supervenience" (1996). Master's Theses. 3475. https://scholarworks.wmich.edu/masters_theses/3475 This Masters Thesis-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Master's Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. ON INTERPRETING STRONG SUPERVENIENCE by Zachary J. Ernst A Thesis Submitted to the Faculty of The Graduate College in partial fulfillmentof the requirements for the Degree of Master of Arts Department of Philosophy Western Michigan University Kalamazoo, Michigan December 1996 Copyright by Zachary J. Ernst 1996 ON INTERPRETING STRONG SUPERVENIENCE Zachary J. Ernst, M.A. WesternMichigan University,_ 1996 J aegwon Kim's definitionof strong supervenience has found application in such areas as the mind-body problem, aesthetics, morality, and the relationship between physics and the special sciences. The main reason forthe popularity of supervenience is that it purportedly has a long laundry list of virtues. For instance, it has been claimed that supervenience accounts are non-reductive, capable of empirical verification, simple with respect to ontology, and explanatorily powerful. In this paper, I examine Kim's definition of strong supervenience, arguing that a fundamental ambiguity in the definition makes it impossible for strong supervenience to possess all of these virtues simultaneously. -
The Anti-Essentialism Paper
The New Pragmatism, Anti-essentialism, and What is Universal: It’s The Situation All The Way Down C. F. Abel Stephen F. Austin State University [email protected] The New Pragmatism, Anti-essentialism, and What is Universal: It’s The Situation All The Way Down C. F. Abel Stephen F. Austin State University [email protected] A well-known scientist once gave a public lecture on astronomy. He described how the Earth orbits around the sun and how the sun, in turn, orbits around the center of a vast collection of stars called our galaxy. At the end of the lecture, a little old lady at the back of the room got up and said: "What you have told us is rubbish. The world is really a flat plate supported on the back of a giant tortoise." The scientist gave a superior smile before replying, "What is the tortoise standing on?" "You're very clever, young man," said the old lady. "But it's turtles all the way down!" Introduction “New Pragmatism” attacks the very foundation of pragmatic thought by denying that we may ever have any definitive experience. As what we are experiencing is up for grabs, we can never know any situation that we may encounter, and we are left to ground both our knowledge and our values in our language games alone. This paper argues that this set of claims is founded on two errors, one regarding the nature of language games and the other regarding the nature of deconstruction. The “Old Pragmatism,” by way of contrast, is non-essentialist but not anti- essentialist, and it resolves the problem of how we might know “the situation,” given the subjectivity of our observations and the contingencies of our language games, by suggesting that our experiences can be understood as existing in, and constituted by, the totality of their particular instances or modes at the time of inquiry. -
Philosophy of Science Reading List
Philosophy of Science Area Comprehensive Exam Reading List Revised September 2011 Exam Format: Students will have four hours to write answers to four questions, chosen from a list of approximately 20-30 questions organized according to topic: I. General Philosophy of Science II. History of Philosophy of Science III. Special Topics a. Philosophy of Physics b. Philosophy of Biology c. Philosophy of Mind / Cognitive Science d. Logic and Foundations of Mathematics Students are required to answer a total of three questions from sections I and II (at least one from each section), and one question from section III. For each section, we have provided a list of core readings—mostly journal articles and book chapters—that are representative of the material with which we expect you to be familiar. Many of these readings will already be familiar to you from your coursework and other reading. Use this as a guide to filling in areas in which you are less well- prepared. Please note, however, that these readings do not constitute necessary or sufficient background to pass the comp. The Philosophy of Science area committee assumes that anyone who plans to write this exam has a good general background in the area acquired through previous coursework and independent reading. Some anthologies There are several good anthologies of Philosophy of Science that will be useful for further background (many of the articles listed below are anthologized; references included in the list below). Richard Boyd, Philip Gasper, and J.D. Trout, eds., The Philosophy of Science (MIT Press, 991). Martin Curd and J. -
A301G What Is Science?
Astronomy 301G: Revolutionary Ideas in Science Getting Started What is Science? Reading Assignment: What’s the Matter? Readings in Physics • Foreword & Introduction • Richard Feynman (1918-1988 CE) “The Uncertainty of Science” • Aristotle (384-322 BCE) “The Science of Nature” ..... and also take a first look at Aristotle’s “Moving Things” Make an effort to formulate answers to the “Discussion Questions” at the end of each selection. (Suggestion: Look at these questions before you first read the selections.) What is Science? Science is the systematic study of the physical world. Qualification: “Science” = “Natural Science” Science is based upon observations of that world. Science is empirical and progressive. It involves the formulation and testing of hypotheses. Science attempts to explain natural phenomena. Goals and Objectives To gather information through observation and experiment To organize and systematize that knowledge To infer the the “laws of nature” which govern natural events The Domain of Science Physical Reality Science deals only with physical (“real”) objects and events, those which are either directly observable or whose existence can be inferred indirectly from observations. Observations must generally be reproducible (“witnessable”) to be considered real. (cf. ghosts, hallucinations, beliefs, ....) Note: Single (past) non-reproducible events or observations can sometimes be accepted as “real” if supported by a suitably large body of evidence. Factual Knowledge (“Data”) Information whose accuracy has been confirmed again and again by repeated observation or experiment. This “Information” can include fundamental principles, testable hypotheses, as well as directly observed events, processes and connections. The Working Assumptions of Science The Universe is Causal: Natural phenomena have natural causes which precede them. -
PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions. -
Some Major Issues and Developments in the Philosophy Ofscience Oflogical Empiricism
-----HERBERT FEIGL----- Some Major Issues and Developments in the Philosophy ofScience ofLogical Empiricism AsouT twenty-five years ago a small group of philosophically minded scientists and scientifically trained philosophers in Vienna formulated their declaration of independence from traditional philosophy. The pamphlet Wissenschaftliche Weltauffassung: Der Wiener Kreis (1929) contained the first succinct statement of the outlook which soon after became known as "logical positivism." In the first flush of enthusiasm we Viennese felt we had attained a philosophy to end all philosophies. Schlick spoke of a "Wende der Philosophie" (a decisive turning point of philosophy). Neurath and Frank declared "school philosophy" as obsolete and even suggested that our outlook drop the word "philoso phy" altogether, and replace it by "Einheitswissenschaft" or by "scien· tific empiricism." The notable impact of Alfred Ayer's first book in England, and my own efforts ~oward a propagation of Logical Positiv ism in the United States during the early thirties, and then the immi· gration of Carnap, Frank, von Mises, Reichenbach, Hempel and Berg mann created a powerful movement, but it elicited also sharp opposition nncl criticism. Through the discussions within the movement and its own production and progressive work, as well as in response to the NO'l'F.: This essay is a revised and considerably expanded .version of a lecture given in plenary session at the International Congress for Philosophy of Science, Zurich, /\ngust 25, 1954. It was first- published in Proceedi11gs of the Secono International Congress of the International Union for tl1e Philosophy ot Science (Neuchatel, Switzerland, 19 55). In the cordial letter of invitation I received from Professor Ferdinand Gonseth, president of the Congress, he asked me to discuss "I'empirisme logi<\ue,-ce qu'il fut, et ce qu'il est clevenu." Much as I appreciated the honor of t 1is ambitious assignment, I realized of course that the limitations of time would permit me to deal onJy with some selected topics within this larger frame. -
Analysis - Identify Assumptions, Reasons and Claims, and Examine How They Interact in the Formation of Arguments
Analysis - identify assumptions, reasons and claims, and examine how they interact in the formation of arguments. Individuals use analytics to gather information from charts, graphs, diagrams, spoken language and documents. People with strong analytical skills attend to patterns and to details. They identify the elements of a situation and determine how those parts interact. Strong interpretations skills can support high quality analysis by providing insights into the significance of what a person is saying or what something means. Inference - draw conclusions from reasons and evidence. Inference is used when someone offers thoughtful suggestions and hypothesis. Inference skills indicate the necessary or the very probable consequences of a given set of facts and conditions. Conclusions, hypotheses, recommendations or decisions that are based on faulty analysis, misinformation, bad data or biased evaluations can turn out to be mistaken, even if they have reached using excellent inference skills. Evaluative - assess the credibility of sources of information and the claims they make, and determine the strength and weakness or arguments. Applying evaluation skills can judge the quality of analysis, interpretations, explanations, inferences, options, opinions, beliefs, ideas, proposals, and decisions. Strong explanation skills can support high quality evaluation by providing evidence, reasons, methods, criteria, or assumptions behind the claims made and the conclusions reached. Deduction - decision making in precisely defined contexts where rules, operating conditions, core beliefs, values, policies, principles, procedures and terminology completely determine the outcome. Deductive reasoning moves with exacting precision from the assumed truth of a set of beliefs to a conclusion which cannot be false if those beliefs are untrue. Deductive validity is rigorously logical and clear-cut. -
Situational Analysis
Situational Analysis by Kevin D. Hoover CHOPE Working Paper No. 2016-17 February 2016 Situational Analysis Kevin D. Hoover Department of Economics Department of Philosophy Duke University 18 February 2016 Mail: Department of Economics Duke University Box 90097 Durham, NC 27708-0097 Tel. (919) 660-1876 Email [email protected] Abstract Situational analysis (also known as situational logic) was popularized by Karl Popper as an appropriate method for the interpretation of history and as a basis for a scientific social science. It seeks an objective positive explanation of behavior through imputing a dominant goal or motive to individuals and then identifying the action that would be objectively appropriate to the situation as the action actually taken. Popper regarded situational analysis as a generalization to all of social science of the prototypical reasoning of economics. Applied to history, situational analysis is largely an interpretive strategy used to understand individual behavior. In social sciences, however, it is applied many to types of behavior or to group behavior (e.g., to markets) as is used to generate testable hypothesis. Popper’s account of situational analysis and some criticisms that have been levied against it are reviewed. The charge that situational analysis contradicts Popper’s view that falsification is the hallmark of sciences is examined and rejected: situational analysis is precisely how Popper believes social sciences are able to generate falsifiable, and, therefore, scientific hypotheses. Still, situational analysis is in tension with another of Popper’s central ideas: situational analysis as a method for generating testable conjectures amounts to a logic of scientific discovery, something that Popper argued elsewhere was not possible.