Abstract The Duhem?Quine thesis is generally presented as the radical underdetermi? nation of a theory by experimental evidence. But there is a much?neglected second aspect, i.e. the coherence or interrelatedness of the conceptual components of a theory. Although both Duhem and Quine recognised this aspect, they failed to see its consequences: it militates against the idea of radical underdetermination. Because scientific theories are coherent conceptual systems, empirical evidence penetrates, as it were, the periphery and allows the localisation of central, not (...) just peripheral hypotheses. There is then no reason to deny the existence of crucial experiments. Both these ideas are denied in the Quine?Duhem thesis. A discussion of the famous Stem?Gerlach experiment and the role of fundamental physical constants shows, however, that localisation is not only possible but essential for the validity of scientific theories. Quine's famous ?latitude of choice? turns out to be severely restricted. (shrink)

Falsificationism has dominated 20th century philosophy of science. It seemed to have eclipsed all forms of inductivism. Yet recent debates have revived a specific form of eliminative inductivism, the basic ideas of which go back to F. Bacon and J.S. Mill. These modern endorsements of eliminative inductivism claim to show that progressive problem solving is possible using induction, rather than falsification as a method of justification. But this common ground between falsificationism and eliminative inductivism has not led to a detailed (...) investigation into the relationship, if any, which may exist between these two methodologies. This paper reviews several versions of eliminative inductivism, establishes a natural relation between eliminative inductivism and falsificationism, which derives from the distinction between models and theories, and carries out this investigation against a case study of the construction of atom models. The result of the investigation is that falsificationism is a form of eliminative inductivism in the limit of certain constraints. (shrink)

This book is the first all-encompassing exploration of the role of demons in philosophical and scientific thought experiments. In Part I, the author explains the importance of thought experiments in science and philosophy. Part II considers Laplace's Demon, whose claim is that the world is completely deterministic. Part III introduces Maxwell's Demon, who - by contrast - experiences a world that is probabilistic and indeterministic. Part IV explores Nietzsche's thesis of the cyclic and eternal recurrence of events. In each case (...) a number of philosophical consequences regarding determinism and indeterminism, the arrows of time, the nature of the mind and free will are said to follow from the Demons's worldviews. The book investigates what these Demons - and others - can and cannot tell us about our world. (shrink)

The aim of this interdisciplinary study is to reconstruct the evolution of our changing conceptions of time in the light of scientific discoveries. It will adopt a new perspective and organize the material around three central themes, which run through our history of time reckoning: cosmology and regularity; stasis and flux; symmetry and asymmetry. It is the physical criteria that humans choose – relativistic effects and time-symmetric equations or dynamic-kinematic effects and asymmetric conditions – that establish our views on the (...) nature of time. This book will defend a dynamic rather than a static view of time. (shrink)

Differences between human beings have long been used to justify a range of degrading, exclusionary, and murderous practices that strip people of their humanity and dignity. While considerable scholarship has been devoted to such dehumanization, Matthew S. Weinert asks how we might conceive its reverse—humanization, or what it means to “make human.” Weinert proposes an account of making human centered on five mechanisms: reflection, recognition, resistance, replication of dominant mores, and responsibility. Examining cases such as the UN Security (...) Council’s engagements with crises and the International Court of Justice’s grappling with Kosovo’s unilateral declaration of independence, he illustrates the distinct and contingent ways these mechanisms have been deployed. Theoretically, the cases evince a complex, evolving relationship between state-centric and human-centric views of society, ultimately revealing the normative potentialities of both. Though the case studies concern specific human relations issues on an international level, Weinert argues in favor of starting from the shared problem of being human and of living in a world in which the humanity of countless groups has been demeaned or denied. Working outward from that point, he proposes, we obtain a more pragmatically grounded understanding of the social construction of the human being. (shrink)

It is well documented that the language skills of preschool children differ substantially and that these differences are highly predictive of their later academic success and achievements. Especially in the early phases of children’s lives, the importance of different structural and process characteristics of the home learning environment has been emphasized and research results have documented that process characteristics such as the quality of parental interaction behavior and the frequency of joint activities vary according to the socio-economic status of the (...) family. Further, both structural and process characteristics are associated with children’s language development. As most of the studies focus on single indicators or didn’t take the dynamics of parenting behavior across age into account, the present paper aims to investigate the associations of different characteristics of the home learning environment as well as their potentially changing impact on the language skills of 2-year-old children. Using data of 2.272 families of the infant cohort study of the German National Educational Panel Study, longitudinally assessed process characteristics and structural characteristics were considered. Language skills of the children at the age of two were measured by a standardized and validated parent report instrument. Results showed that all three process characteristics of the home learning environment are associated with the family’s SES; across three assessment waves nearly all process characteristics predicted children’s vocabulary and grammar skills with some process-specific changes across waves; despite separate direct effects of nearly all HLE-process characteristics in each wave, the amount of explained variance in a joint model including the HLE facets from each wave is hardly higher than in the separate models; and socioeconomic background predicted both language facets of the children in each model even when controlling for the assessed process characteristics of the home learning environment. (shrink)

Concepts, Experiments, History and Philosophy Daniel Greenberger, Klaus Hentschel, Friedel Weinert. 5. W. Hittorf, Ueber die Elektricit ̈atsleitung der Gase , Annalen der Physik 136, 1–31, 197–234 (1869); Engl. transl. On the Conduction of ...

Classification of sciences; Moslem scholars; Africa, North.

As recently as six years ago, three human diseases with similar phenotypes were mistakenly believed to be caused by a single genetic defect. The three diseases, Ataxia-telangiectasia, Nijmegen breakage syndrome, and an AT-like disorder are now known, however, to have defects in three separate genes: ATM, NBS1, and MRE11. Furthermore, new recent studies have shown now that all three gene products interact; the ATM kinase phosphorylates NBS1,1 which, in turn, associates with MRE11 to regulate DNA repair. Remarkably or expectedly, depending (...) on one's point of view, the similarity in disease phenotypes is evidently due to defects in a common DNA repair pathway. BioEssays 22:966–969, 2000. © 2000 John Wiley & Sons, Inc. (shrink)

Language development is not completed when children enter primary school. As the comprehension of connectives (such as although, despite) is important for understanding and producing academic texts and, thus, relevant for school success, we investigated its development and influential factors across primary school age on the basis of a newly developed and validated test instrument. Drawing on a German sample of N = 627 children (57.6 % language minority learners) in Grades 2 to 4, results of growth curve models showed (...) students’ initial level of the comprehension of connectives to be negatively related to its growth rate. Additional analyses revealed this association to be due mainly to parental socioeconomic status (SES) rather than children’s language background. Particularly, parental SES and children’s receptive grammar impacted initial level as well as growth rate of connective comprehension. Our results indicate the need for early and continuous sensitization of children for the register of academic language especially in the group of children from low socioeconomic background. (shrink)

In Practicing Safe Sects F. LeRon Shults provides scientific and philosophical resources for having “the talk” about religious reproduction: where do gods come from – and what are the costs of bearing them in our culturally pluralistic, ecologically fragile environment?

This study aimed to advance our understanding of 5-year-olds’ behavioral difficulties by modeling and testing both mediational protective and risk pathways simultaneously. Drawing on two national samples from different Western European countries—the United Kingdom and Germany, the proposed model considered observed sensitive parental interactive behaviors and tested child vocabulary as protective pathways connecting parental education with children’s behavioral outcomes; the risk pathways focused on negative parental disciplinary practices linking parental education, parental distress, and children’s difficult temperament to children’s behavioral difficulties. (...) Further, the tested model controlled for families’ income as well as children’s sex and formal child care attendance. Children with comparatively higher educated parents experienced more sensitive interactive behavior, had more advanced vocabulary, and exhibited fewer behavioral difficulties. Children with a comparatively higher level of difficult temperament or with parents who suffered from distress tended to experience more negative disciplinary behavior and exhibited more behavioral difficulties. Additionally, children’s vocabulary skills served as a mechanism mediating the association between parental education and children’s behavioral difficulties. Overall, we found similar patterns of results across the United Kingdom and Germany with both protective and risk pathways contributing simultaneously to children’s behavioral development. The findings suggest that promoting parents’ sensitive interactive behaviors, favorable disciplinary practices, and child’s vocabulary skills have potential for preventing early behavioral difficulties. (shrink)

Note: Sections at a more advanced level are indicated by ∞. Preface ix Acknowledgments x Introduction 1 I Nicolaus Copernicus: The Loss of Centrality 3 1 Ptolemy and Copernicus 3 2 A Clash of Two Worldviews 4 2.1 The geocentric worldview 5 2.2 Aristotle’s cosmology 5 2.3 Ptolemy’s geocentrism 9 2.4 A philosophical aside: Outlook 14 2.5 Shaking the presuppositions: Some medieval developments 17 3 The Heliocentric Worldview 20 3.1 Nicolaus Copernicus 21 3.2 The explanation of the seasons 25 3.3 (...) Copernicus and the Copernican turn 28 3.3.1 A philosophical aside: From empirical adequacy to theoretical validity 32 3.4 Copernicus consolidated: Kepler and Galileo 32 4 Copernicus was not a Scientifi c Revolutionary 37 4.1 The Copernican method 39 4.2 The relativity of motion 42 5 The Transition to Newton 43 5.1 On hypotheses 45 6 Some Philosophical Lessons 47 6.1 The loss of centrality 48 6.2 Was Copernicus a realist? 51 6.2.1 Lessons for instrumentalism and realism 52 6.3 Modern realism 55 6.4 The underdetermination of theories by evidence 58 6.4.1 The Duhem--Quine thesis 59 ∞ 6.4.2 The power of constraints 61 ∞ 6.5 Theories, models, and laws 64 ∞ 6.5.1 Theories and models 64 ∞ 6.5.2 Laws of nature, laws of science 68 ∞ 6.5.3 Philosophical views of laws 69 ∞ 6.5.3.1 The inference view 69 ∞ 6.5.3.2 The regularity view 70 ∞ 6.5.3.3 The necessitarian view 73 ∞ 6.5.3.4 The structural view 75 7 Copernicus and Scientifi c Revolutions 77 8 The Anthropic Principle: A Reversal of the Copernican Turn? 83 Reading List 87 Essay Questions 91 II Charles Darwin: The Loss of Rational Design 93 1 Darwin and Copernicus 93 2 Views of Organic Life 94 2.1 Teleology 94 2.1.1 The Great Chain of Being 97 2.1.2 Design arguments 99 2.1.3 Jean Baptiste Lamarck 104 3 Fossil Discoveries 106 3.1 Of bones and skeletons 108 3.2 The antiquity of man 110 4 Darwin’s Revolution 112 4.1 The Darwinian view of life 114 4.1.1 Principles of evolution 116 4.2 The descent of man 119 5 Philosophical Matters 124 5.1 Philosophical presuppositions: Mechanical worldview, determinism, materialism 125 5.2 From biology to the philosophy of mind 129 5.2.1 Empiricism 129 5.2.2 Philosophy of mind 132 5.2.3 Emergent minds 134 5.3 The loss of rational design 136 5.4 Intelligent design 139 6 A Question of Method 143 6.1 Darwinian inferences 143 6.2 Philosophical empiricism 147 6.3 Some principles of elimination 149 ∞ 6.4 Essential features of eliminative induction 150 6.5 Falsifi ability or testability? 155 6.6 Explanation and prediction 157 ∞ 6.7 Some models of scientifi c explanation 159 ∞ 6.7.1 Hempel’s models 160 ∞ 6.7.2 Functional models 161 ∞ 6.7.3 Causal models 163 6.7.3.1 A counterfactual-interventionist account 163 6.7.3.2 A conditional model of causation 165 ∞ 6.7.4 Structural explanations 169 6.8 A brief return to realism 172 6.9 Darwin and scientifi c revolutions 174 6.9.1 Philosophical consequences 176 Reading List 177 Essay Questions 183 III Sigmund Freud: The Loss of Transparency 185 1 Copernicus, Darwin, and Freud 185 2 Some Views of Humankind 187 2.1 Enlightenment views of human nature 188 2.2 Nietzsche’s view of human nature 190 3 Scientism and the Freudian Model of Personality 191 3.1 Freud’s model of the mind 192 3.1.1 A summary of psychoanalytic theory 192 3.1.2 Analogy with physics 195 3.1.3 Freud as an Enlightenment thinker 200 3.1.4 The scientifi c status of the Freudian model 202 3.1.4.1 Freud’s methods 202 ∞ 3.1.4.2 The method of eliminative induction, again 205 3.1.5 Freud stands between the empirical and the hermeneutic models 208 3.1.6 The role of mind in the social world 209 4 The Social Sciences beyond Freud 210 4.1 Two standard models of the social sciences -- some history 210 4.1.1 The naturalistic model 211 4.1.2 The hermeneutic model 213 4.2 Essential features of social science models 218 4.2.1 Essential features of the naturalistic model 218 4.2.2 Essential features of the hermeneutic model 221 4.3 Questions of methodology 224 ∞ 4.3.1 What is Verstehen? 225 ∞ 4.3.2 Weber’s methodology of ideal types 229 ∞ 4.3.3 Verstehen and objectivity 234 ∞ 4.4 Causation in the social sciences 236 ∞ 4.4.1 Weber on causation 236 ∞ 4.4.2 On the existence of social laws 239 4.4.3 Explanation and prediction in the social sciences 242 4.4.4 Underdetermination 243 4.4.5 Realism and relativism 244 ∞ 4.4.6 Reductionism and functionalism 248 5 Evolution and the Social Sciences 253 5.1 Sociobiology -- the fourth revolution? 254 5.2 Evolutionary psychology 257 6 Freud and Revolutions in Thought 261 6.1 Revolutions in thought vs. revolutions in science 263 Reading List 263 Essay Questions 269 Name Index 271 Subject Index 274. (shrink)

A new English translation of Schelling’s unfinished magnum opus, complete with a contextualizing introduction by the translator.

How do major scientific discoveries reshape their originators’, and our own, sense of reality and concept of the physical world? The Scientist as Philosopher explores the interaction between physics and philosophy. Clearly written and well illustrated, the book first places the scientist-philosophers in the limelight as we learn how their great scientific discoveries forced them to reconsider the time-honored notions with which science had described the natural world. Then, the book explains that what we understand by nature and science have (...) undergone fundamental conceptual changes as a result of the discoveries of electromagnetism, thermodynamics and atomic structure. Even more dramatically, the quantum theory and special theory of relativity questioned traditional assumptions about causation and the passage of time. The author concludes that the dance between science and philosophy is an evolutionary process, which will keep them forever entwined. (shrink)

The debate about the passage of time is usually confined to Minkowski‟s geometric interpretation of space-time. It infers the block universe from the notion of relative simultaneity. But there are alternative interpretations of space-time – so-called axiomatic approaches –, based on the existence of „optical facts‟, which have thermodynamic properties. It may therefore be interesting to approach the afore-mentioned debate from the point of view of relativistic thermodynamics, in which invariant parameters exist, which may serve to indicate the passage of (...) time. Of particular interest is the use of entropic clocks, gas clocks and statistical thermometers, which suggest that two observers in Minkowski space-time could agree on an objective passing of time. (shrink)

The paper aims to explain and illustrate why Einstein and Kant, relativity and transcendental idealism, came to be discussed in one breath after the Special theory of relativity had emerged in 1905. There are essentially three points of contact between the theory of relativity and Kant's objective idealism. The Special theory makes contact with Kantian views of time; the General theory requires a non-Kantian view of geometry; but both relativity theories endorse a quasi-Kantian view of the nature of scientific knowledge. (...) The paper shows that Einstein is a Kantian in his insistence on the synthesis of rationalism and empiricism, but not in the details of his physics. (shrink)

The purpose of this paper is to highlight the importance of constraints in the theory of relativity and, in particular, what philosophical work they do for Einstein's views on the laws of physics. Einstein presents a view of local ``structure laws'' which he characterizes as the most appropriate form of physical laws. Einstein was committed to a view of science, which presents a synthesis between rational and empirical elements as its hallmark. If scientific constructs are free inventions of the human (...) mind, as Einstein, held, the question arises how such rational constructs, including the symbolic formulation of the laws of physics, can represent physical reality. Representation in turn raises the question of realism. Einstein uses a number of constraints in the theory of relativity to show that by imposing constraints on the rational elements a certain ``fit'' between theory and reality can be achieved. Fit is to be understood as satisfaction of constraint. His emphasis on reference frames in the STR and more general coordinate systems in the GTR, as well as his emphasis on the symmetries of the theory of relativity suggests that Einstein's realism is akin to a certain form of structural realism. His version of structural realism follows from the theory of relativity and is independent of any current philosophical debates about structural realism. (shrink)

Part novella, part philosophy, Clara was Schelling's most popular work during his lifetime, and appears here in English for the first time.

Portraits of Wittgenstein is a major collection of memoirs and reflections on one of the most influential and yet elusive personalities in the history of modern philosophy, Ludwig Wittgenstein. Featuring a wealth of illuminating and profound insights into Wittgenstein's extraordinary life, this unique collection reveals Wittgenstein's character and power of personality more vividly and comprehensively than ever before. With portraits from more than seventy-five figures, Portraits of Wittgenstein brings together the personal recollections of philosophers, students, friends and acquaintances, including Bertrand (...) Russell, G. E. Moore, F. R. Leavis, A. J. Ayer, Karl Popper, Friedrich von Hayek, G. H. von Wright, Rush Rhees, Freeman Dyson, G. E. M. Anscombe, Iris Murdoch, Mary Midgley and Mary Warnock. These authors testify to the life-long influence Wittgenstein had on the lives of those he met. Their fascinating memoirs, reflections and commentaries, often at odds with each other, reveal Wittgenstein's kindness, and how much genuine friendship meant to him, as well as his suffering and despair. They show too how the philosopher's ruthless honesty and uncompromising integrity often resulted in stern advice and harsh rebukes to friends and foes alike. Now available in a single, revised and updated volume, Portraits of Wittgenstein includes new selections, revised contributions, photographs, maps and introductory overviews that provide historical context to Wittgenstein's relationships with his intellectual and social circle. This collection of valuable and hard-to-find material is an indispensable resource for scholars and students of the life and work of Ludwig Wittgenstein. (shrink)

The purpose of this paper is twofold: a) to explore the compatibility of Minkowski’s space-time representation of the Special theory of relativity with a dynamic conception of space-time; b) to locate its roots in invariant features - like entropic relations - of the propagation of signals in space-time. From its very beginning Minkowski’s four-dimensional space-time was associated with a static view of reality, e.g. a block universe. Einstein added his influential voice to this conception when he wrote: ‘From a “happening” (...) in three-dimensional space, physics becomes (…) an “existence” in the four-dimensional “world”.’ (Einstein, Relativity 1920, 122) Yet it is by no means clear that Minkowski himself was a believer in the block universe. In his 1908 Cologne lecture on ‘Space and Time’ he speaks of a four-dimensional physics but concedes that a ‘necessary’ time order can be established at every world point. Although the conception of the block universe has gained much currency, an alternative view has been in circulation since the 1910s according to which the trajectories of particles constitute histories in space-time. (Robb 1914, Cunningham 1915, Carathéodorys 1924, Schlick 1917, Reichenbach 1924). (shrink)

These essays by leading philosophers and scientists focus on recent ideas at the forefront of modern Darwinism, showcasing and exploring the challenges they raise as well as open problems.

Schelling's 1806 polemic against Fichte, and his last major work on the philosophy of nature. The heat of anger can concentrate the mind. Convinced that he had been betrayed by his former collaborator and colleague, Schelling attempts in this polemic to reach a final reckoning with Fichte. Employing the format of a book review, Schelling directs withering scorn at three of Fichte’s recent publications, at one point likening them to the hell, purgatory, and would-be paradise of Fichtean philosophy. The central (...) bone of contention is the understanding of nature: Fichte sees it as lifeless matter in motion, sheer opposition to be overcome, while Schelling waxes poetic in his defense of a living, organic nature of which humanity is a vital part. Indeed, we do not know ourselves without understanding our connection to nature, argues Schelling, anticipating many thinkers in contemporary environmental ethics. Dale E. Snow’s introduction sets the stage and explains the larger context of the conflict, which was already visible in the correspondence of the two philosophers, which broke off by 1802. Notes are included throughout the text, providing background information and identifying the many references to Fichte. Dale E. Snow is Associate Professor of Philosophy at Loyola University of Maryland and the author of Schelling and the End of Idealism, also published by SUNY Press. (shrink)

Preface -- Prolegomenon : Hayek's three unsettling theses -- Beyond human nature -- Beyond moral justification -- Beyond human governance -- Three enquiries on the open society -- The rise of a normative species -- A natural history of moral order -- The "starting point" -- The egalitarian revolution -- Self-interest, reciprocity and altruism -- Internalized, enforced, social rules -- The other side of morality -- Cultural evolution -- Part I : the rise and fall of inequality -- A complex (...) moral species -- The diversity and self-organized complexity -- Liberalism and the open society -- Understanding diversity -- Autocatalytic diversity -- Diversity and complexity -- Too much complexity? -- The morality of self-organization -- The social contract -- A self-organization model -- Moral diversity In the open society -- Part II: the complexities of self-governance -- Self-governance -- Macro control -- Macro structure -- Strategic dilemmas and polycentricity -- Meso-level goal pursuit -- Sectoral policy -- Self-governance from the bottom-up : simplifying the problems of governance -- Our moral nature and governance in the open society -- Liberal democracy -- Epilogue -- Appendix A -- Appendix B. (shrink)

Summary: A review of the cognitivist/extended cognition and extended mind landscape.

Whether it is preferable to live in X and work in Y or to work in X and live in Y is surely a relative question—relative to a number of practical circumstances and dependent on the person who has to make the choice. But this does not make the situation an illustration of relativism. Similarly, for my neighbour to suspect that abstract terms such as ‘Nation’, ‘Love’ and ‘Freedom’ are only words reveals at best a penchant to nominalism in his (...) thinking, but, once again, this does not qualify my neighbour’s views as nominalism. Something more is required for an assertion, a viewpoint or a theory to qualify as or to be translated into a context called ‘nominalist’ or ‘relativist’. When nominalists throughout the ages denied that abstract terms had an intrinsic value in the explanation of things, they had to give an alternative account of the things to be explained, which did not turn, in any decisive manner, on the distinction between abstract and concrete terms. So it was not enough for a nominalist to reject, say, Rousseau’s distinction between La volonté générate and Les volontés particulières and it was not enough for Nietzsche to deride the bandying about of terms like ‘Truth’, ‘Love’, ‘Nation’, etc. In such cases the nominalist is called upon to replace the explanation which builds on abstract entities by one which is based on individuals. (shrink)