Online research in philosophy

Impostors are pseudo-problems masquerading as genuine problems. Impostors should be exposed. The problem of change appears genuine. But some, such as Hofweber ( 2009 ) and Rychter ( 2009 ), have recently denounced it as an impostor. They allege that it is mysterious how to answer the meta - problem of saying what problem it is: for even if any problem is genuinely about change per se, they argue, it is either empirical or trivially dissolved by conceptual analysis. There is indeed an impostor in our midst. But it is the meta-problem of change. I defend the appearance that the problem of change is a genuine metaphysical problem about change. This vindicates philosophers’ lasting interest in it. It also illuminates what makes a problem metaphysical, how metaphysics relates to other inquiries, and how best to respond to attempts to undermine metaphysical problems.

The claim that conceptual systems change is a platitude. That our conceptual systems are theory-laden is no less platitudinous. Given evolutionary theory, biologists are led to divide up the living world into genes, organisms, species, etc. in a particular way. No theory-neutral individuation of individuals or partitioning of these individuals into natural kinds is possible. Parallel observations should hold for philosophical theories about scientific theories. In this paper I summarize a theory of scientific change which I set out in considerable detail in a book that I shall publish in the near future. Just as few scientists were willing to entertain the view that species evolve in the absence of a mechanism capable of explaining this change, so philosophers should be just as reticent about accepting a parallel view of conceptual systems in science evolving in the absence of a mechanism to explain this evolution. In this paper I set out such a mechanism. One reason that this task has seemed so formidable in the past is that we have all construed conceptual systems inappropriately. If we are to understand the evolution of conceptual systems in science, we must interpret them as forming lineages related by descent. In my theory, the notion of a family resemblance is taken literally, not metaphorically. In my book, I set out data to show that the mechanism which I propose is actually operative. In this paper, such data is assumed.

In this paper we examine the pattern of conceptual change during scientific revolutions by using methods from cognitive psychology. We show that the changes characteristic of scientific revolutions, especially taxonomic changes, can occur in a continuous manner. Using the frame model of concept representation to capture structural relations within concepts and the direct links between concept and taxonomy, we develop an account of conceptual change in science that more adequately reflects the current understanding that episodes like the Copernican revolution are not always abrupt. When concepts are represented by frames, the transformation from one taxonomy to another can be achieved in a piecemeal fashion not preconditioned by a crisis stage, and a new taxonomy can arise naturally out of the old frame instead of emerging separately from the existing conceptual system. This cognitive mechanism of continuous change demonstrates the constructive roles of anomaly and incommensurability in promoting the progress of science.

Concepts are mental representations corresponding to words. For example, the concept `dog` is a mental structure that corresponds to the word `dog' and refers to dogs in the world. Conceptual change is produced by mental processes that create and alter such mental representations. Explaining how conceptual change works is important for understanding the growth of scientific knowledge, the development of children's thinking, and the education of students in fields such as science and mathematics. In each of these kinds of learning, a theory of conceptual change is needed that can answer such questions as the following. What is the nature of the concepts that are learned? What kinds of changes do concepts undergo? What are the mental processes that produce different kinds of conceptual change? It is also interesting to inquire whether the processes of conceptual change in scientists, young children, and students are similar or different.

There is substantial evidence that traditional instructional methods have not been successful in helping students to restructure their commonsense conceptions and learn the conceptual structures of scientific theories. This paper argues that the nature of the changes and the kinds of reasoning required in a major conceptual restructuring of a representation of a domain are fundamentally the same in the discovery and in the learning processes. Understanding conceptual change as it occurs in science and in learning science will require the development of a common cognitive model of conceptual change. The historical construction of an inertial representation of motion is examined and the potential instructional implications of the case are explored.

Scientific change has two important dimensions: conceptual change and structural change. In this paper, I argue that the existence of conceptual change brings serious difficulties for scientific realism, and the existence of structural change makes structural realism look quite implausible. I then sketch an alternative account of scientific change, in terms of partial structures, that accommodates both conceptual and structural changes. The proposal, however, is not realist, and supports a structuralist version of van Fraassen’s constructive empiricism (structural empiricism).

A major theme of recent philosophy of science has been the rejection of the empiricist thesis that, with the exception of terms which play a purely formal role, the language of science derives its meaning from some, possibly quite indirect, correlation with experience. The alternative that has been proposed is that meaning is internal to each conceptual system, that terms derive their meaning from the role they play in a language, and that something akin to "meaning" flows from conceptual framework to experience. Much contemporary debate on the nature of conceptual change is a direct outgrowth of this holistic view of concepts, and much of the inconclusiveness of that debate derives from the lack of any clear understanding of what a conceptual system is, or of how conceptual systems confer meaning on their terms.

The present paper discusses Kitcher’s framework for studying conceptual change and progress. Kitcher’s core notion of reference potential is hard to apply to concrete cases. In addition, an account of conceptual change as change in reference potential misses some important aspects of conceptual change and conceptual progress. I propose an alternative framework that focuses on the inferences and explanations supported by scientific concepts. The application of my approach to the history of the gene concept offers a better account of the conceptual progress that occurred in the transition from the Mendelian to the molecular gene than Kitcher’s theory.

This paper argues that questions concerning the nature of concepts that are central in cognitive psychology are also important to epistemology and that there is more to conceptual change than mere belief revision. Understanding of epistemic change requires appreciation of the complex ways in which concepts are structured and organized and of how this organization can affect belief revision. Following a brief summary of the psychological functions of concepts and a discussion of some recent accounts of what concepts are, I propose a view of concepts as complex computational structures. This account suggests that conceptual change can come in varying degrees, with the most extreme consisting of fundamental conceptual reorganizations. These degrees of conceptual change are illustrated by the development of the concept of an acid.