A Critique of Scientism______Its Implications and Limitations
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History of Science (HIST SCI) 1
History of Science (HIST SCI) 1 HIST SCI 133 — BIOLOGY AND SOCIETY, 1950 - TODAY HISTORY OF SCIENCE (HIST 3 credits. From medical advancements to environmental crises and global food SCI) shortages, the life sciences are implicated in some of the most pressing social issues of our time. This course explores events in the history of biology from the mid-twentieth century to today, and examines how HIST SCI/ENVIR ST/HISTORY 125 — GREEN SCREEN: ENVIRONMENTAL developments in this science have shaped and are shaped by society. In PERSPECTIVES THROUGH FILM the first unit, we investigate the origins of the institutions, technologies, 3 credits. and styles of practice that characterize contemporary biology, such From Teddy Roosevelt's 1909 African safari to the Hollywood blockbuster as the use of mice as "model organisms" for understanding human King Kong, from the world of Walt Disney to The March of the Penguins, diseases. The second unit examines biological controversies such as the cinema has been a powerful force in shaping public and scientific introduction of genetically modified plants into the food supply. The final understanding of nature throughout the twentieth and twenty-first unit asks how biological facts and theories have been and continue to be century. How can film shed light on changing environmental ideas and used as a source for understanding ourselves. Enroll Info: None beliefs in American thought, politics, and culture? And how can we come Requisites: None to see and appreciate contested issues of race, class, and gender in Course Designation: Breadth - Either Humanities or Social Science nature on screen? This course will explore such questions as we come Level - Elementary to understand the role of film in helping to define the contours of past, L&S Credit - Counts as Liberal Arts and Science credit in L&S present, and future environmental visions in the United States, and their Repeatable for Credit: No impact on the real world struggles of people and wildlife throughout the Last Taught: Spring 2021 world. -
Natural Kinds and Concepts: a Pragmatist and Methodologically Naturalistic Account
Natural Kinds and Concepts: A Pragmatist and Methodologically Naturalistic Account Ingo Brigandt Abstract: In this chapter I lay out a notion of philosophical naturalism that aligns with prag- matism. It is developed and illustrated by a presentation of my views on natural kinds and my theory of concepts. Both accounts reflect a methodological naturalism and are defended not by way of metaphysical considerations, but in terms of their philosophical fruitfulness. A core theme is that the epistemic interests of scientists have to be taken into account by any natural- istic philosophy of science in general, and any account of natural kinds and scientific concepts in particular. I conclude with general methodological remarks on how to develop and defend philosophical notions without using intuitions. The central aim of this essay is to put forward a notion of naturalism that broadly aligns with pragmatism. I do so by outlining my views on natural kinds and my account of concepts, which I have defended in recent publications (Brigandt, 2009, 2010b). Philosophical accounts of both natural kinds and con- cepts are usually taken to be metaphysical endeavours, which attempt to develop a theory of the nature of natural kinds (as objectively existing entities of the world) or of the nature of concepts (as objectively existing mental entities). However, I shall argue that any account of natural kinds or concepts must an- swer to epistemological questions as well and will offer a simultaneously prag- matist and naturalistic defence of my views on natural kinds and concepts. Many philosophers conceive of naturalism as a primarily metaphysical doc- trine, such as a commitment to a physicalist ontology or the idea that humans and their intellectual and moral capacities are a part of nature. -
The Philosophy of A.J. Ayer, with Replies 55 1
TABLE OF CONTENTS FRONTISPIECE iv INTRODUCTION vii FOUNDER'S GENERAL INTRODUCTION TO THE LIBRARY OF LIVING PHILOSOPHERS ix ACKNOWLEDGMENTS xii PREFACE XVll PART ONE: INTELLECTUAL AUTOBIOGRAPHY OF A.J. AYER 1 Facsimile of Ayer's Handwriting 2 A.J. Ayer: My Mental Development 3 Still More of My Life 41 PART TWO: DESCRIPTIVE AND CRITICAL ESSAYS ON THE PHILOSOPHY OF A.J. AYER, WITH REPLIES 55 1. Evandro Agazzi: Varieties of Meaning and Truth 57 2. James Campbell: Ayer and Pragmatism 83 REPLY TO JAMES CAMPBELL 105 3. David S. Clarke, Jr.: On Judging Sufficiency of Evidence 109 REPLY TO DAVID S. CLARKE, JR. 125 4. Michael Dummett: The Metaphysics of Verificationism 128 REPLY TO MICHAEL DUMMETT 149 5. Elizabeth R. Eames: A.J. Ayer's Philosophical Method 157 REPLY TO ELIZABETH R. EAMES 175 6. John Foster: The Construction of the Physical World 179 REPLY TO JOHN FOSTER 198 xiv TABLE OF CONTENTS 7. Paul Gochet: On Sir Alfred Ayer's Theory of Truth 201 REPLY TO PAUL GOCHET 220 8. Martin Hollis: Man as a Subject for Social Science 225 REPLY TO MARTIN HOLLIS 237 9. Ted Honderich: Causation: One Thing Just Happens After Another 243 REPLY TO TED HONDERICH 271 lO. Tscha Hung: Ayer and the Vienna Circle 279 REPLY TO TSCHA HUNG 301 1l. Peter Kivy: Oh Boy! You Too!: Aesthetic Emotivism Reexamined 309 REPLY TO PETER KIVY 326 12. Arne Naess: Ayer on Metaphysics, a Critical Commentary by a Kind of Metaphysician 329 REPLY TO ARNE NAESS 341 13. D.J. O'Connor: Ayer on Free Will and Determinism 347 REPLY TO D.J. -
Barry Stroud 1935-2019
BARRY STROUD 1935-2019 ized in frame of the WISDOM Journal. I am in great grief that we have lost such an important philosopher and member of our Editorial Board. Stroud passed away on Friday, August 9, 2019 of brain cancer1. He earned his B.A. from the University of Toronto and his Ph.D. from Harvard University2. While most popular for his work in epistemology and philosophical incredu- lity - just as his compositions on such logicians as David Hume and Ludwig Wittgenstein - Stroud's general heritage, fellow philosophers state, was his capacity to see the comprehensive view and get to the core of reasoning. Stroud was The loss of Barry Stroud affected the com- a provocative scholar. As a thinker, Stroud be- munity of philosophers in a very harsh way. One came an adult during when the overall Western of the great philosophers of the past half-century frame of mind was that philosophical inquiries was a key member of the editorial board at the could be replied by the sociologies, and he tested WISDOM journal. Stroud‟s cooperation with the those thoughts. WISDOM journal started the day the journal was Stroud's own work indicated another way: found, in 2013, with the help of his strong he connected without a moment's delay with in- friendship with academician Georg Brutian, the quiries in metaphysics, epistemology, the philos- Founder and Chief Editor of the periodi- ophy of our intellect, the hypothesis of signifi- cal WISDOM and founder-president of the Inter- cant worth, and more, declining to offer thought national Research Institute for Metaphilosophy, to any alleged limits between these subjects or to Transformational Logic and Theory of Argumen- concede to the supposed ability of those with a tation at Khachatur Abovian Armenian State specialist‟s command of them. -
The Historical Turn in the Philosophy of Science
THE HISTORICAL TURN IN THE PHILOSOPHY OF SCIENCE 1 Developments in the History of Science The history of science has a long history. Aristotle’s scientific works are prefaced by historical account of those sciences, and this model persisted through medieval times until and including the rise of modern science in the era of the scientific revolution. Joseph Priestley, for example, entitled two of his books of pioneering research The History and Present State of Electricity and The History and Present State of Discov- eries Relating to Vision, Light, and Colours. For many such early modern authors the history of science serves as a propaedeutic. William Whewell’s A History of the Induc- tive Sciences (1857) is regarded as the first genuinely modern work of the history of science. Even so, Whewell’s scholarship has an extra-historical purpose, which was to furnish the materials against which a satisfactory philosophy of science could be con- structed. While Whewell rejected a Leibnizian logic of discovery, he did nonetheless believe that general principles of scientific inference could be uncovered by careful consideration of the history of scientific research. Whewell’s approach was followed by several early positivists, notably, Mach, Ostwald, and Duhem. Nonetheless, as positivism developed philosophically it also became more ahis- torical. Carnap’s programme of a priori inductive logic was premised on a distinction between a context of discovery and a context of justification. The former concerned the process of coming up with an hypothesis, whereas the latter concerns its justification relative to the evidence. The former would be the province of psychology, although it may depend so much on details of individual biography that few general principles may be derived even a posteriori. -
Defense of Reductionism About Testimonial Justification of Beliefs
Page 1 Forthcoming in Noûs A Defense of Reductionism about Testimonial Justification of Beliefs TOMOJI SHOGENJI Rhode Island College Abstract This paper defends reductionism about testimonial justification of beliefs against two influential arguments. One is the empirical argument to the effect that the reductionist justification of our trust in testimony is either circular since it relies on testimonial evidence or else there is scarce evidence in support of our trust in testimony. The other is the transcendental argument to the effect that trust in testimony is a prerequisite for the very existence of testimonial evidence since without the presumption of people’s truthfulness we cannot interpret their utterances as testimony with propositional contents. This paper contends that the epistemic subject can interpret utterances as testimony with propositional contents without presupposing the credibility of testimony, and that evidence available to the normal epistemic subject can justify her trust in testimony. I. Introduction There has recently been a considerable interest in anti-reductionism about testimonial justification of beliefs, according to which we cannot justify our trust in testimony by perceptual and memorial evidence.1 The reason for the interest is not the enticement of skepticism. Recent anti-reductionists hold that we are prima facie justified in trusting testimony simply because it is testimony. This means that there is a presumption in favor of testimony that it is credible unless contrary evidence is available. I will use the term “anti-reductionism” to refer to this non-skeptical version of anti-reductionism about testimonial justification. The more traditional position is reductionism, of which the most prominent advocate is David Hume. -
An Anthology of Philosophical Studies
Introduction AN ANTHOLOGY OF PHILOSOPHICAL STUDIES Edited by PATRICIA HANNA ADRIANNE L. MCEVOY PENELOPE VOUTSINA ATINER 2006 1 An Anthology of Philosophical Studies 2 Introduction Athens Institute for Education and Research 2006 An Anthology of Philosophical Studies Edited by Patricia Hanna Adrianne L. McEvoy Penelope Voutsina 3 An Anthology of Philosophical Studies PUBLISHED BY ATHENS INSTITUTE FOR EDUCATION AND RESEARCH 14 Solomou Street, 10683 Athens, Greece Tel. +30 210 36.34.210 Fax +30 210.36.34.209 Email: [email protected] URL: www.atiner.gr This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of the Athens Institute for Education and Research. First Published: 2006 ISBN: 978-960-6672-11-8 Typeset, printed and binding by Theta Co. 4 Introduction Table of Contents List of Contributors i Introduction 1 Voutsina, P. PART I EPISTEMOLOGY 1. Imagination in Descartes’ Skepticism 7 Scholl, A. 2. Descartes on Sensations and Ideas of Sensations 17 Cunning, D. 3. The Myth of Hume’s Compatibilism 33 Morris, E.W. 4. From Contextualism to Skepticism 43 Wilburn, R. 5. The Puzzle of Self-Knowledge 51 Voutsina, P. 6. Unconfined Rationality: A Normative yet Realistic Model of 59 Inference Morado, R. and Savion, L. PART II METAPHYSICS AND PHILOSOPHY OF SCIENCE 7. Language as Community Property: What’s Wrong with 75 Chomsky’s Individualism? Hanna, P. 8. What do Concepts Consist of? The Role of Geometric and 93 Proprioceptive Information in Categorization Dellantonio, S. and Pastore, L. -
You Are Not Your Brain: Against Teaching to the Brain
You Are Not Your Brain: Against Teaching to the Brain Gregory M. Nixon Gregory Nixon is an Assistant Professor in the School of Education at the University of Northern British Columbia in Prince George. He took his doctorate with William F. Pinar at Louisiana State University and taught at various universities in the USA for 12 years before returning home to Canada. He publishes widely on learning theory and philosophy of mind. He is editor-at-large for the Journal of Consciousness Exploration & Research. Abstract Since educators are always looking for ways to improve their practice, and since empirical science is now accepted in our worldview as the final arbiter of truth, it is no surprise they have been lured toward cognitive neuroscience in hopes that discovering how the brain learns will provide a nutshell explanation for student learning in general. I argue that identifying the person with the brain is scientism (not science), that the brain is not the person, and that it is the person who learns. In fact the brain only responds to the learning of embodied experience within the extra-neural network of intersubjective communications. Learning is a dynamic, cultural activity, not a neural program. Brain-based learning is unnecessary for educators and may be dangerous in that a culturally narrow ontology is taken for granted, thus restricting our creativity and imagination, and narrowing the human community. [keywords: selfhood, neuroscience, cognitive science, brain-based learning, intersubjectivity, consciousness, philosophy of mind, explanatory gap, cultural construction, reductionism, scientism, education, learning theory, curriculum theory] Brain-Based Scientism 2 Introduction Human experience is a dance that unfolds in the world and with others. -
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. -
Putnam's Theory of Natural Kinds and Their Names Is Not The
PUTNAM’S THEORY OF NATURAL KINDS AND THEIR NAMES IS NOT THE SAME AS KRIPKE’S IAN HACKING Collège de France Abstract Philosophers have been referring to the “Kripke–Putnam” theory of natural- kind terms for over 30 years. Although there is one common starting point, the two philosophers began with different motivations and presuppositions, and developed in different ways. Putnam’s publications on the topic evolved over the decades, certainly clarifying and probably modifying his analysis, while Kripke published nothing after 1980. The result is two very different theories about natural kinds and their names. Both accept that the meaning of a natural- kind term is not given by a description or defining properties, but is specified by its referents. From then on, Putnam rejected even the label, causal theory of reference, preferring to say historical, or collective. He called his own approach indexical. His account of substance identity stops short a number of objections that were later raised, such as what is called the qua problem. He came to reject the thought that water is necessarily H2O, and to denounce the idea of metaphysical necessity that goes beyond physical necessity. Essences never had a role in his analysis; there is no sense in which he was an essentialist. He thought of hidden structures as the usual determinant of natural kinds, but always insisted that what counts as a natural kind is relative to interests. “Natural kind” itself is itself an importantly theoretical concept, he argued. The paper also notes that Putnam says a great deal about what natural kinds are, while Kripke did not. -
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. -
History of Science and History of Technology (Class Q, R, S, T, and Applicable Z)
LIBRARY OF CONGRESS COLLECTIONS POLICY STATEMENTS History of Science and History of Technology (Class Q, R, S, T, and applicable Z) Contents I. Scope II. Research strengths III. General collecting policy IV. Best editions and preferred formats V. Acquisitions sources: current and future VI. Collecting levels I. Scope This Collections Policy Statement covers all of the subclasses of Science and Technology and treats the history of these disciplines together. In a certain sense, most of the materials in Q, R, S, and T are part of the history of science and technology. The Library has extensive resources in the history of medicine and agriculture, but many years ago a decision was made that the Library should not intensively collect materials in clinical medicine and technical agriculture, as they are subject specialties of the National Library of Medicine and the National Agricultural Library, respectively. In addition, some of the numerous abstracting and indexing services, catalogs of other scientific and technical collections and libraries, specialized bibliographies, and finding aids for the history of science and technology are maintained in class Z. See the list of finding aids online: http://findingaids.loc.gov/. II. Research strengths 1. General The Library’s collections are robust in both the history of science and the history of technology. Both collections comprise two major elements: the seminal works of science and technology themselves, and historiographies on notable scientific and technological works. The former comprise the original classic works of science and technology as they were composed by the men and women who ushered in the era of modern science and invention.