In Defense of the Epistemic Imperative

Sample (2015) argues that scientists ought not to believe that their theories are true because they cannot fulfill the epistemic obligation to take the diachronic perspective on their theories. I reply that Sample’s argument imposes an inordinately heavy epistemic obligation on scientists, and that it spells doom not only for scientific theories but also for observational beliefs and philosophical ideas that Samples endorses. I also delineate what I take to be a reasonable epistemic obligation for scientists. In sum, philosophers ought to impose on scientists only an epistemic standard that they are willing to impose on themselves

Choosing the realist framework

There has been an empiricist tradition in the core of Logical Positivism/Empiricism, starting with Moritz Schlick and ending in Herbert Feigl (via Hans Reichenbach), according to which the world of empiricism need not be a barren place devoid of all the explanatory entities posited by scientific theories. The aim of this paper is to articulate this tradition and to explore ways in which its key elements can find a place in the contemporary debate over scientific realism. It presents a way empiricism can go for scientific realism without metaphysical anxiety, by developing an indispensability argument for the adoption of the realist framework. This argument, unlike current realist arguments, has a pragmatic ring to it: there is no ultimate argument for the adoption of the realist framework. © 2009 Springer Science+Business Media B.V

Transfer of a teaching-learning sequence from greek to italian school : do similarities in educational systems really help?

The specific purpose of this paper is to investigate the changes that occurred in the process of the transfer of a Teaching-Learning Sequence (TLS) from the designer’s to a host’s context. Besides we discuss if the similarities between educational systems may actually favour such a transfer. The specific case concerns the transfer of a TLS on thermal properties of materials from the Greek educational context into Italian one. The research has been framed in the “Adaptation and Re-Invention” (ARI) theoretical model. According to this model, some “core” elements of the original TLS, namely, scientific concepts addressed, pedagogical approach adopted, ICT-enhanced aspects and the activities’ sequence, have been first identified and then adapted for the new context. The resulting new core elements of the transferred TLS have been compared with those of the original TLS to investigate about the feasibility of the transfer. Results show that the similarities between the two educational contexts acted mainly as facilitators of the transfer process. Moreover, direct communication and interactions between the involved groups and an external expert helped significantly the process. Data from implementations in the two educational contexts show also similar positive effects on students’ learning outcomes

Justifying the Special Theory of Relativity with Unconceived Methods

Many realists argue that present scientific theories will not follow the fate of past scientific theories because the former are more successful than the latter. Critics object that realists need to show that present theories have reached the level of success that warrants their truth. I reply that the special theory of relativity has been repeatedly reinforced by unconceived scientific methods, so it will be reinforced by infinitely many unconceived scientific methods. This argument for the special theory of relativity overcomes the critics’ objection, and has advantages over the no-miracle argument and the selective induction for it

Does Scientific Progress Consist in Increasing Knowledge or Understanding?

Bird argues that scientific progress consists in increasing knowledge. Dellsén objects that increasing knowledge is neither necessary nor sufficient for scientific progress, and argues that scientific progress rather consists in increasing understanding. Dellsén also contends that unlike Bird’s view, his view can account for the scientific practices of using idealizations and of choosing simple theories over complex ones. I argue that Dellsén’s criticisms against Bird’s view fail, and that increasing understanding cannot account for scientific progress, if acceptance, as opposed to belief, is required for scientific understanding

Problems with Using Evolutionary Theory in Philosophy

Does science move toward truths? Are present scientific theories (approximately) true? Should we invoke truths to explain the success of science? Do our cognitive faculties track truths? Some philosophers say yes, while others say no, to these questions. Interestingly, both groups use the same scientific theory, viz., evolutionary theory, to defend their positions. I argue that it begs the question for the former group to do so because their positive answers imply that evolutionary theory is warranted, whereas it is self-defeating for the latter group to do so because their negative answers imply that evolutionary theory is unwarranted

Historical inductions, Old and New

I review prominent historical arguments against scientific realism to indicate how they display a systematic overshooting in the conclusions drawn from the historical evidence. The root of the overshooting can be located in some critical, undue presuppositions regarding realism. I will highlight these presuppositions in connection with both Laudan’s ‘Old induction’ and Stanford’s New induction, and then delineate a minimal realist view that does without the problematic presuppositions

Mechanisms, Then and Now: From Metaphysics to Practice

For many old and new mechanists, Mechanism is both a metaphysical position and a thesis about scientific methodology. In this paper we discuss the relation between the metaphysics of mechanisms and the role of mechanical explanation in the practice of science, by presenting and comparing the key tenets of Old and New Mechanism. First, by focusing on the case of gravity, we show how the metaphysics of Old Mechanism constrained scientific explanation, and discuss Newton’s critique of Old Mechanism. Second, we examine the current mechanistic metaphysics, arguing that it is not warranted by the use of the concept of mechanism in scientific practice, and motivate a thin conception of mechanism (the truly minimal view), according to which mechanisms are causal pathways for a certain effect or phenomenon. Finally, we draw analogies between Newton’s critique of Old Mechanism and our thesis that the metaphysical commitments of New Mechanism are not necessary in order to illuminate scientific practice

What’s so bad about scientism?

In their attempt to defend philosophy from accusations of uselessness made by prominent scientists, such as Stephen Hawking, some philosophers respond with the charge of ‘scientism.’ This charge makes endorsing a scientistic stance, a mistake by definition. For this reason, it begs the question against these critics of philosophy, or anyone who is inclined to endorse a scientistic stance, and turns the scientism debate into a verbal dispute. In this paper, I propose a different definition of scientism, and thus a new way of looking at the scientism debate. Those philosophers who seek to defend philosophy against accusations of uselessness would do philosophy a much better service, I submit, if they were to engage with the definition of scientism put forth in this paper, rather than simply make it analytic that scientism is a mistake