Over the years, nursing research and practice have been through remarkable transformations in response to evolving and emerging healthcare systems and practices. Regarding research, nurses moved beyond merely using the quantitative methodology to combining qualitative, quantitative and mixed methods. In practice, nurses have transitioned from the delivery of medical‐based care to nursing theory‐guided practice, evidence‐based practice, knowledge translation and transformative practice. Some domains of nursing research and practice became progressive, while others degenerated. This paper aims to examine how different domains (...) of nursing research and practice progress and degenerate using Imre Lakatos's methodology of scientific research programs. Lakatos differentiated scientific and pseudoscientific knowledge and coined the idea of scientific research programs. He believed that science in any discipline develops so that some programs are more progressive and others’ degenerative. The degeneration and progression of programs occur steadily and rationally and are determined based on the extent of development and programs’ potential to predict new solutions to old problems. Adopting this idea could enable nurses to critically analyse research programs in everyday knowledge development to use valid and legitimate programs for informing nursing practice. (shrink)

This paper is about the rationality of methodological variance, where changes in method and methodology of science may be warranted/triggered by the urgency of finding alternatives to the methodology currently in fashion that fails to address the relevant and pressing problems. It deals obliquely with Maxwell‘s criticisms of Pandit, offering only a bare sketch of appraisal of his methodological proposals of AOE, AOR and WI, not only as going beyond SR but as better alternatives to dominant methodologies such as that (...) of Karl R. Popper, without rehearsing or recycling Maxwell‘s well-known arguments in great detail. More importantly, how these proposals improve upon the eighteenth century Enlightenment idea of learning from scientific progress how to achieve social/cultural progress towards an enlightened world, i.e., a world that is sensitive to problems of living and human well-being, is discussed. Having dealt with such problems in Pandit, the present appraisal is limited to the rationality of understanding, or better of rethinking, academic inquiry within the wider contexts and reaches of wisdom inquiry, with particular reference to the pressing global problems including those problems that are traceable to ETS progress, which is itself often found to violate the principle of interconnectedness across nature. (shrink)

Over the past years, in books and journals (this journal included), N. Maxwell launched a ferocious attack on B. C. van Fraassen’s view of science called Constructive Empiricism (CE). This attack has been totally ignored. Must we conclude from this silence that no defence is possible and that a fortiori Maxwell has buried CE once and for all? Or is the attack too obviously flawed as not to merit exposure? A careful dissection of Maxwell’s reasoning will make it clear that (...) neither is the case. This dissection includes an analysis of Maxwell’s ‘aberrance–argument’ (omnipresent in his many writings) for the claim that science implicitly and permanently accepts a substantial, metaphysical thesis about the universe, which then paves the way for his own metaphysical-realist hierarchy-view of science. This aberrance-claim, which Maxwell directs against a widely shared and harmful ideology of science called ‘Standard Empiricism’, generally has been ignored too, for more than a quarter of a century. Our conclusions will be that (i) Maxwell’s attacks on CE can be beaten off, and (ii) his ‘aberrance–arguments’ do not establish what Maxwell believes they establish, but (iii) we can draw a number of valuable lessons from these attacks about the nature of science and of the libertarian nature of CE. (shrink)

Incommensurability was Kuhn’s worst mistake. If it is to be found anywhere in science, it would be in physics. But revolutions in theoretical physics all embody theoretical unification. Far from obliterating the idea that there is a persisting theoretical idea in physics, revolutions do just the opposite: they all actually exemplify the persisting idea of underlying unity. Furthermore, persistent acceptance of unifying theories in physics when empirically more successful disunified rivals can always be concocted means that physics makes a persistent (...) implicit assumption concerning unity. To put it in Kuhnian terms, underlying unity is a paradigm for paradigms. We need a conception of science which represents problematic assumptions concerning the physical comprehensibility and knowability of the universe in the form of a hierarchy, these assumptions becoming less and less substantial and more and more such that their truth is required for science, or the pursuit of knowledge, to be possible at all, as one goes up the hierarchy. This hierarchical conception of science has important Kuhnian features, but also differs dramatically from the view Kuhn expounds in his The Structure of Scientific Revolutions. In this paper, I compare and contrast these two views in a much more detailed way than has been done hitherto. I show how the hierarchical view can be construed to emerge from Kuhn’s view as it is modified to overcome objections. I argue that the hierarchical conception of science is to be preferred to Kuhn’s view. (shrink)

In this article I reply to comments made by Agustin Vicente and Giridhari Lal Pandit on Science and the Pursuit of Wisdom (McHenry 2009 ). I criticize analytic philosophy, go on to expound the argument for the need for a revolution in academic inquiry so that the basic aim becomes wisdom and not just knowledge, defend aim-oriented empiricism, outline my solution to the human world/physical universe problem, and defend the thesis that free will is compatible with physicalism.

Over 40 years ago, I put forward a new philosophy of science based on the argument that physics, in only ever accepting unified theories, thereby makes a substantial metaphysical presupposition about the universe, to the effect it possesses an underlying unity. I argued that a new conception of scientific method is required to subject this problematic presupposition to critical attention so that it may be improved as science proceeds. This view has implications for the study of the metaphysics of science. (...) The view has however been ignored by recent contributions to the field. I indicate broader implications of the view, and consider reasons why the view has been neglected. (shrink)

We philosophers of science have before us an important new task that we need urgently to take up. It is to convince the scientific community to adopt and implement a new philosophy of science that does better justice to the deeply problematic basic intellectual aims of science than that which we have at present. Problematic aims evolve with evolving knowledge, that part of philosophy of science concerned with aims and methods thus becoming an integral part of science itself. The outcome (...) of putting this new philosophy into scientific practice would be a new kind of science, both more intellectually rigorous, and one that does better justice to the best interests of humanity. (shrink)

This paper argues that philosophers of science have before them an important new task that they urgently need to take up. It is to convince the scientific community to adopt and implement a new philosophy of science that does better justice to the deeply problematic basic intellectual aims of science than that which we have at present. Problematic aims evolve with evolving knowledge, that part of philosophy of science concerned with aims and methods thus becoming an integral part of science (...) itself. The outcome of putting this new philosophy into scientific practice would be a new kind of science, both more intellectually rigorous and one that does better justice to the best interests of humanity. (shrink)

Two great problems of learning confront humanity: (1) learning about the universe, and about ourselves as a part of the universe, and (2) learning how to make progress towards as good a world as possible. We solved the first problem when we created modern science in the 17th century, but we have not yet solved the second problem. This puts us in a situation of unprecedented danger. Modern science and technology enormously increase our power to act, but not our power (...) to act wisely. All our current global crises have arisen as a result. What we need to do is learn from our solution to the first great problem of learning how to go about solving the second one. Properly implemented, this idea leads to a new kind of inquiry rationally devoted to helping humanity make progress towards as good a world as possible. (shrink)

In this paper, I discuss how Newton’s inductive argument of the Principia can be defended against criticisms levelled against it by Duhem, Popper and myself. I argue that Duhem’s and Popper’s criticisms can be countered, but mine cannot. It requires that we reconsider, not just Newton’s inductive argument in the Principia, but also the nature of science more generally. The methods of science, whether conceived along inductivist or hypothetico-deductivist lines, make implicit metaphysical presuppositions which rigour requires we make explicit within (...) science so that they can be critically assessed, alternatives being developed and assessed, in the hope that they can be improved. Despite claiming to derive his law of gravitation by induction from phenomena without resource to hypotheses, Newton does nevertheless acknowledge in the Principia that his rules of reasoning make metaphysical presuppositions. To this extent, Newton has a more enlightened view of scientific method than most 20th and 21st century scientists and historians and philosophers of science. (shrink)