The Logic of Scientific Discovery
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John Locke's Historical Method
RUCH FILOZOFICZNY LXXV 2019 4 Zbigniew Pietrzak University of Wrocław, Wrocław, Poland ORCID: 0000-0003-2458-1252 e-mail: [email protected] John Locke’s Historical Method and “Natural Histories” in Modern Natural Sciences DOI: http://dx.doi.org/10.12775/RF.2019.038 Introduction Among the many fundamental issues that helped shape the philosophy of the seventeenth and eighteenth centuries, one concerned the condi- tion of philosophy and scientific knowledge, and in the area of our inter- est – knowledge about nature.1 These philosophical inquiries included both subject-related problems concerning human cognitive abilities and object-related ones indicating possible epistemological boundaries that nature itself could have generated. Thus, already at the turn of the sixteenth and seventeenth centuries, from Francis Bacon, Galileo, and 1 These reflections are an elaboration on the topic I mentioned in the article “His- toria naturalna a wiedza o naturze” [“Natural History vs. Knowledge of Nature”], in: Rozum, człowiek, historia, [Mind, Man, History], ed. Jakub Szczepański (Cracow: Wydawnictwo Uniwersytetu Jagiellońskiego, 2018); as well as in my master’s thesis: The Crisis of Cognition, the Crisis of Philosophy (not published). It is also a debate over the content of Adam Grzeliński’s article entitled “‘Rozważania dotyczące rozu- mu ludzkiego’ Johna Locke’a: teoria poznania i historia” [“John Locke’s ‘An essay on human understanding’: cognition theory and history”], in: Rozum, człowiek, historia, ed. Jakub Szczepański, (Cracow: Wydawnictwo Uniwersytetu Jagiellońskiego, 2018), as well as some of the themes of the author’s monograph Doświadczenie i rozum. Empiryzm Johna Locke’a [Experience and reason. The empiricism of John Locke] (To- ruń: Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika, 2019). -
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. -
Truth, Rationality, and the Growth of Scientific Knowledge
....... CONJECTURES sense similar to that in which processes or things may be said to be parts of the world; that the world consists of facts in a sense in which it may be said to consist of (four dimensional) processes or of (three dimensional) things. They believe that, just as certain nouns are names of things, sentences are names of facts. And they sometimes even believe that sentences are some- thing like pictures of facts, or that they are projections of facts.7 But all this is mistaken. The fact that there is no elephant in this room is not one of the processes or parts ofthe world; nor is the fact that a hailstorm in Newfound- 10 land occurred exactIy I I I years after a tree collapsed in the New Zealand bush. Facts are something like a common product oflanguage and reality; they are reality pinned down by descriptive statements. They are like abstracts from TRUTH, RATIONALITY, AND THE a book, made in a language which is different from that of the original, and determined not only by the original book but nearly as much by the principles GROWTH OF SCIENTIFIC KNOWLEDGE of selection and by other methods of abstracting, and by the means of which the new language disposes. New linguistic means not only help us to describe 1. THE GROWTH OF KNOWLEDGE: THEORIES AND PROBLEMS new kinds of facts; in a way, they even create new kinds of facts. In a certain sense, these facts obviously existed before the new means were created which I were indispensable for their description; I say, 'obviously' because a calcula- tion, for example, ofthe movements of the planet Mercury of 100 years ago, MY aim in this lecture is to stress the significance of one particular aspect of carried out today with the help of the calculus of the theory of relativity, may science-its need to grow, or, if you like, its need to progress. -
VU Research Portal
VU Research Portal Realism, Instrumentalism, and Scientific Symbiosis: Psychological Theory as a search for truth and the discovery of solutions Cacioppo, J.T.; Semin, G.R.; Berntson, G.G. published in American Psychologist 2004 DOI (link to publisher) 10.1037/0003-066X.59.4.214 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Cacioppo, J. T., Semin, G. R., & Berntson, G. G. (2004). Realism, Instrumentalism, and Scientific Symbiosis: Psychological Theory as a search for truth and the discovery of solutions. American Psychologist, 59, 214-233. https://doi.org/10.1037/0003-066X.59.4.214 General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 03. Oct. 2021 Realism, Instrumentalism, and Scientific Symbiosis Psychological Theory as a Search for Truth and the Discovery of Solutions John T. -
Greek and Latin Roots, Prefixes, and Suffixes
GREEK AND LATIN ROOTS, PREFIXES, AND SUFFIXES This is a resource pack that I put together for myself to teach roots, prefixes, and suffixes as part of a separate vocabulary class (short weekly sessions). It is a combination of helpful resources that I have found on the web as well as some tips of my own (such as the simple lesson plan). Lesson Plan Ideas ........................................................................................................... 3 Simple Lesson Plan for Word Study: ........................................................................... 3 Lesson Plan Idea 2 ...................................................................................................... 3 Background Information .................................................................................................. 5 Why Study Word Roots, Prefixes, and Suffixes? ......................................................... 6 Latin and Greek Word Elements .............................................................................. 6 Latin Roots, Prefixes, and Suffixes .......................................................................... 6 Root, Prefix, and Suffix Lists ........................................................................................... 8 List 1: MEGA root list ................................................................................................... 9 List 2: Roots, Prefixes, and Suffixes .......................................................................... 32 List 3: Prefix List ...................................................................................................... -
The Demarcation Problem
Part I The Demarcation Problem 25 Chapter 1 Popper’s Falsifiability Criterion 1.1 Popper’s Falsifiability Popper’s Problem : To distinguish between science and pseudo-science (astronomy vs astrology) - Important distinction: truth is not the issue – some theories are sci- entific and false, and some may be unscientific but true. - Traditional but unsatisfactory answers: empirical method - Popper’s targets: Marx, Freud, Adler Popper’s thesis : Falsifiability – the theory contains claims which could be proved to be false. Characteristics of Pseudo-Science : unfalsifiable - Any phenomenon can be interpreted in terms of the pseudo-scientific theory “Whatever happened always confirmed it” (5) - Example: man drowning vs saving a child Characteristics of Science : falsifiability - A scientific theory is always takes risks concerning the empirical ob- servations. It contains the possibility of being falsified. There is con- firmation only when there is failure to refute. 27 28 CHAPTER 1. POPPER’S FALSIFIABILITY CRITERION “The theory is incompatible with certain possible results of observation” (6) - Example: Einstein 1919 1.2 Kuhn’s criticism of Popper Kuhn’s Criticism of Popper : Popper’s falsifiability criterion fails to char- acterize science as it is actually practiced. His criticism at best applies to revolutionary periods of the history of science. Another criterion must be given for normal science. Kuhn’s argument : - Kuhn’s distinction between normal science and revolutionary science - A lesson from the history of science: most science is normal science. Accordingly, philosophy of science should focus on normal science. And any satisfactory demarcation criterion must apply to normal science. - Popper’s falsifiability criterion at best only applies to revolutionary science, not to normal science. -
Philosophy of Science -----Paulk
PHILOSOPHY OF SCIENCE -----PAULK. FEYERABEND----- However, it has also a quite decisive role in building the new science and in defending new theories against their well-entrenched predecessors. For example, this philosophy plays a most important part in the arguments about the Copernican system, in the development of optics, and in the Philosophy ofScience: A Subject with construction of a new and non-Aristotelian dynamics. Almost every work of Galileo is a mixture of philosophical, mathematical, and physical prin~ a Great Past ciples which collaborate intimately without giving the impression of in coherence. This is the heroic time of the scientific philosophy. The new philosophy is not content just to mirror a science that develops independ ently of it; nor is it so distant as to deal just with alternative philosophies. It plays an essential role in building up the new science that was to replace 1. While it should be possible, in a free society, to introduce, to ex the earlier doctrines.1 pound, to make propaganda for any subject, however absurd and however 3. Now it is interesting to see how this active and critical philosophy is immoral, to publish books and articles, to give lectures on any topic, it gradually replaced by a more conservative creed, how the new creed gener must also be possible to examine what is being expounded by reference, ates technical problems of its own which are in no way related to specific not to the internal standards of the subject (which may be but the method scientific problems (Hurne), and how there arises a special subject that according to which a particular madness is being pursued), but to stan codifies science without acting back on it (Kant). -
Realism and Instrumentalism in Philosophical Explanation
Simchen, O. 2019. Realism and Instrumentalism in Philosophical Explanation. Metaphysics, 2(1), pp. 1–15. DOI: https://doi.org/10.5334/met.20 RESEARCH Realism and Instrumentalism in Philosophical Explanation Ori Simchen University of British Columbia, CA [email protected] There is a salient contrast in how theoretical representations are regarded. Some are regarded as revealing the nature of what they represent, as in familiar cases of theoretical identification in physical chemistry where water is represented as hydrogen hydroxide and gold is represented as the element with atomic number 79. Other theoretical representations are regarded as serving other explanatory aims without being taken individually to reveal the nature of what they represent, as in the representation of gold as a standard for pre-20th century monetary systems in economics or the representation of the meaning of an English sentence as a function from possible worlds to truth values in truth-conditional semantics. Call the first attitude towards a theoretical representation realist and the second attitude instrumentalist. Philosophical explanation purports to reveal the nature of whatever falls within its purview, so it would appear that a realist attitude towards its representations is a natural default. I offer reasons for skepticism about such default realism that emerge from attending to several case studies of philosophical explanation and drawing a general metaphilosophical moral from the foregoing discussion. Keywords: realism; instrumentalism; philosophical explanation; philosophical methodology 1 Introduction Any theoretical endeavour employs representations and philosophy is no exception. A representation for present purposes is a theoretical apparatus that stands for some subject matter within a purported explana- tion. -
A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry
Claremont Colleges Scholarship @ Claremont Scripps Senior Theses Scripps Student Scholarship 2019 A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry Karina Bucciarelli Follow this and additional works at: https://scholarship.claremont.edu/scripps_theses Part of the Epistemology Commons, Feminist Philosophy Commons, and the Philosophy of Science Commons Recommended Citation Bucciarelli, Karina, "A Feminist Epistemological Framework: Preventing Knowledge Distortions in Scientific Inquiry" (2019). Scripps Senior Theses. 1365. https://scholarship.claremont.edu/scripps_theses/1365 This Open Access Senior Thesis is brought to you for free and open access by the Scripps Student Scholarship at Scholarship @ Claremont. It has been accepted for inclusion in Scripps Senior Theses by an authorized administrator of Scholarship @ Claremont. For more information, please contact [email protected]. A FEMINIST EPISTEMOLOGICAL FRAMEWORK: PREVENTING KNOWLEDGE DISTORTIONS IN SCIENTIFIC INQUIRY by KARINA MARTINS BUCCIARELLI SUBMITTED TO SCRIPPS COLLEGE IN PARTIAL FULFILLMENT OF THE DEGREE OF BACHELOR OF ARTS PROFESSOR SUSAN CASTAGNETTO PROFESSOR RIMA BASU APRIL 26, 2019 Bucciarelli 2 Acknowledgements First off, I would like to thank my wonderful family for supporting me every step of the way. Mamãe e Papai, obrigada pelo amor e carinho, mil telefonemas, conversas e risadas. Obrigada por não só proporcionar essa educação incrível, mas também me dar um exemplo de como viver. Rafa, thanks for the jokes, the editing help and the spontaneous phone calls. Bela, thank you for the endless time you give to me, for your patience and for your support (even through WhatsApp audios). To my dear friends, thank you for the late study nights, the wild dance parties, the laughs and the endless support. -
Popper, Objectification and the Problem of the Public Sphere
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by The Australian National University Popper, Objectification and the Problem of the Public Sphere Jeremy Shearmur1 1. Introduction: World 3 Popper’s approach to philosophy was anti-psychologistic, at least since he wrote The Two Fundamental Problems of the Theory of Knowledge (cf. Popper 2009 [1979; 1930-3]). In his work, anti-psychologism meant not an opposition to the recognition of psychological activity and its significance (in correspondence with Hayek in the 1950s he identified himself as a dualist interactionist), but, rather, an opposition to the reduction of knowledge to psychology. He stressed – in ways that are familiar from Frege and the early Husserl – the non-psychologistic status of logic. And in The Open Society (Popper 1945), with reference to Marx, he stressed his opposition to attempts to offer psychologistic explanations in the social sciences. His own interpretation of ‘methodological individualism’ viewed human action as taking place in social situations. His short papers on the mind-body problem in the 1950s (included in Popper 1963) developed an argument that the descriptive and argumentative functions of language posed a problem for reductionistic accounts of the mind-body relation. While in his ‘Of Clouds and Clocks’ (in Popper 1972), issues concerning what he was subsequently to call ‘world 3’ played an important role in his more systematic treatment of the mind-body problem. As David Miller suggested, Popper called world 3 in to redress the balance of world 1 and world 2 (see Popper 1976b, note 302). -
Objectivity in the Feminist Philosophy of Science
OBJECTIVITY IN THE FEMINIST PHILOSOPHY OF SCIENCE DISSERTATION Presented in Partial Fulfillment of the Requisites for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Karen Cordrick Haely, M.A. ***** The Ohio State University 2003 Dissertation Committee: Approved by Professor Louise M. Antony, Adviser Professor Donald C. Hubin _______________________ Professor George Pappas Adviser Philosophy Graduate Program ABSTRACT According to a familiar though naïve conception, science is a rigorously neutral enterprise, free from social and cultural influence, but more sophisticated philosophical views about science have revealed that cultural and personal interests and values are ubiquitous in scientific practice, and thus ought not be ignored when attempting to understand, describe and prescribe proper behavior for the practice of science. Indeed, many theorists have argued that cultural and personal interests and values must be present in science (and knowledge gathering in general) in order to make sense of the world. The concept of objectivity has been utilized in the philosophy of science (as well as in epistemology) as a way to discuss and explore the various types of social and cultural influence that operate in science. The concept has also served as the focus of debates about just how much neutrality we can or should expect in science. This thesis examines feminist ideas regarding how to revise and enrich the concept of objectivity, and how these suggestions help achieve both feminist and scientific goals. Feminists offer us warnings about “idealized” concepts of objectivity, and suggest that power can play a crucial role in determining which research programs get labeled “objective”. -
Principles of Scientific Inquiry
Chapter 2 PRINCIPLES OF SCIENTIFIC INQUIRY Introduction This chapter provides a summary of the principles of scientific inquiry. The purpose is to explain terminology, and introduce concepts, which are explained more completely in later chapters. Much of the content has been based on explanations and examples given by Wilson (1). The Scientific Method Although most of us have heard, at some time in our careers, that research must be carried out according to “the scientific method”, there is no single, scientific method. The term is usually used to mean a systematic approach to solving a problem in science. Three types of investigation, or method, can be recognized: · The Observational Method · The Experimental (and quasi-experimental) Methods, and · The Survey Method. The observational method is most common in the natural sciences, especially in fields such as biology, geology and environmental science. It involves recording observations according to a plan, which prescribes what information to collect, where it should be sought, and how it should be recorded. In the observational method, the researcher does not control any of the variables. In fact, it is important that the research be carried out in such a manner that the investigations do not change the behaviour of what is being observed. Errors introduced as a result of observing a phenomenon are known as systematic errors because they apply to all observations. Once a valid statistical sample (see Chapter Four) of observations has been recorded, the researcher analyzes and interprets the data, and develops a theory or hypothesis, which explains the observations. The experimental method begins with a hypothesis.