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 paper starts with one of Chalmers’ basic points: first-hand experience is an irreducible field of phenomena. I claim there is no ‘theoretical fix’ or ‘extra ingredient’ in nature that can possibly bridge this gap. Instead, the field of conscious phenomena requires a rigorous method and an explicit pragmatics for its exploration and analysis. My proposed approach, inspired by the style of inquiry of phenomenology, I have called neurophenomenology. It seeks articulations by mutual constraints between phenomena present in experience and (...) the correlative field of phenomena established by the cognitive sciences. It needs to expand into a widening research community in which the method is cultivated further. (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)

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 ...

This chapter contains sections titled: Darwin and Copernicus Views of Organic Life Fossil Discoveries Darwin's Revolution Philosophical Matters A Question of Method Reading List Essay Questions.

The prelims comprise: Half‐Title Page Title Page Copyright Page Table of Contents Preface Acknowledgments.

This chapter contains sections titled: Ptolemy and Copernicus A Clash of Two Worldviews The Heliocentric Worldview Copernicus was not a Scientific Revolutionary The Transition to Newton Some Philosophical Lessons Copernicus and Scientific Revolutions The Anthropic Principle: A Reversal of the Copernican Turn? Reading List Essay Questions.

This chapter contains sections titled: Copernicus, Darwin, and Freud Some Views of Humankind Scientism and the Freudian Model of Personality The Social Sciences beyond Freud Evolution and the Social Sciences Freud and Revolutions in Thought Reading List Essay Questions.

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)

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)

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 this paper I want to do the following things. First I want to show that in the part of the Theaetetus where the relationship between knowledge and perception is examined, the concept of knowledge that is in question is very clearly characterized. We are left in no doubt as to what is to count as knowing. Secondly I want to unravel in some detail the case that Socrates puts on Protagoras’ behalf where he draws on what Protagoras actually wrote (...) (151 E-152C); as opposed to what he may have taught secretly to his pupils (152C-160D). Thirdly I wish to argue that if we let the dialogue speak for itself, it is manifest that this case put up on Protagoras’ behalf at 151 E-152C is not overthrown; it is not even shaken. (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.

It is not quite as easy to see that there is in fact no formula of this modal language having the same truth conditions (in terms of S5 Kripke semantics) as (1). This was rst conjectured by Allen Hazen2 and later proved by Harold Hodes3. We present a simple direct proof of this result and discuss some consequences for the logical analysis of ordinary modal discourse.

In this paper I want to do the following things. First I want to show that in the part of the Theaetetus where the relationship between knowledge and perception is examined, the concept of knowledge that is in question is very clearly characterized. We are left in no doubt as to what is to count as knowing. Secondly I want to unravel in some detail the case that Socrates puts on Protagoras’ behalf where he draws on what Protagoras actually wrote (...) ; as opposed to what he may have taught secretly to his pupils. Thirdly I wish to argue that if we let the dialogue speak for itself, it is manifest that this case put up on Protagoras’ behalf at 151 E-152C is not overthrown; it is not even shaken.In that part of the dialogue where the question is under examination whether or not knowledge and perception are the same, Socrates uses an idealized concept of knowledge. That is, he restricts the use of the word by setting down what he will consider to be the essential characteristics of knowledge, the sufficient and necessary conditions of its being instantiated. An excellent piece of philosophical procedure. (shrink)

Because anticipated and retrospective regret play important roles in practical deliberation and motivation, better understanding them can illuminate the contours of human agency. However, the possibility of self-ignorance and the fact that we change over time can make regret—especially anticipatory regret—not only a poor predictor of where the agent will be in the future but also an unreliable indicator of where the agent stands. Granting these, this paper examines the way in which prospective and, particularly, retrospective regret can nevertheless yield (...) important insight into the sorts of creatures we are, both generally and individually. The experience of retrospective regret can show a person she values something in a way she did not know or that she is (or was) a different person than she had thought, insights which can factor into forward-looking, or prospective, deliberation. Such instances of revelatory regret reveal something to the agent about herself as agent. I examine two cases of agential self-ignorance. In the first, the experience of regret reveals what the agent values, not only to others but even to the agent himself. In the second, the agent anticipates experiencing regret for an action but does not experience the regret, suggesting that the agent did not value the rejected alternative in the way she thought. Anticipatory regret is forward-looking and can play an important role in practical deliberation. But insofar as anticipatory regret flows from one’s imperfect judgment and prospection about oneself, retrospective regret can be an important corrective in helping the agent understand her own standpoint. (shrink)

The present book is intended to help students overcome difficulties by presenting Jaspers' thoughts in comparatively clear and straightforward fashion. While it denies that philosophy is "practical" in any cheap and obvious sense, it follows Jaspers in attempting to avoid the otiose and emphasize the relevance of philosophy to matters of ultimate concern. Those who wish a more theoretical and systematic presentation may well call to mind that, as Heidegger's followers express it, Jaspers, like Kierkegaard- and to some extent Sartre- (...) quite deliberately spurned the "ontological" in favor of the "ontic.". (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)

In his newly updated version of The Anatomy of a Constitutional Law Case, Alan F. Westin provides a documentary portrait of historically important constitutional law case, 'Youngstown Sheet & Tube Co. v. Sawyer, ' from its rise in a bargaining dispute in the steel industry during 1952 to the aftermath of its decision by the United States Supreme Court. Westin has added to his classic book additional materials and personal commentaries collected since the work was first published. The new information (...) covers what went on within the Truman administration, what went on within the Supreme Court when analyzing and resolving issues that come before it. Westin includes selections from transcripts, briefs and other official proceedings, adds notes describing each phase of the constitutional process, and a section of commentary and questions relating this case to others. (shrink)

A key philosophical feature of Peter Jackson’s film interpretation of J.R.R. Tolkien’s The Lord of the Rings is its use of fantasy to inspire a “recovery” of the actual or, in other words, a reawakening to the beauty of nature and the many possible ways of living in healthier ecological relation to the world. Though none of these ways is perfectly achieved, this pluralistic view is demonstrated in the various lifeways of Hobbits, Elves, Men, and Ents. All of the positive (...) relationships embodied in the films—to trees, mountains, horses, and vegetable gardens—involve loving care and attention, receiving nourishment and livelihood without instrumentalization, or reducing nature to mere resource. The films also vividly display a variety of ugly and destructive ways of using the land to accrue power and wealth. These noxious ways, specifically because they actively destroy the lands that they use, always need more. They will thus eventually annihilate the beautiful ways of being if they are not actively resisted. Some of those who would rather be tending their own trees, gardens, or horses or even wandering in the wild forests must therefore turn their attention to struggle and resistance instead. This is a struggle full of grief, and at times even verging on despair, but it is marked by the refusal to give up hope. Indeed, what Jackson and Tolkien have to say about hope is as important in responding to the ecological crisis as anything they have to say about nature, inasmuch as they help to remind us that even in our own times, “there is still hope.”. (shrink)

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)

Since Mueller’s 1958 article calling Hegelian dialectics a “legend,” it has been fashionable to deny that Hegel used thesis-antithesis-synthesis dialectics. But in truth, Hegel’s Phenomenology of Spirit has 28 dialectics hidden on four outline levels, and The Philosophy of History has 10 more on three outline levels. In Phenomenology’s macrodialectic, Hegel’s nonsupernatural Spirit–all reality, everything in the universe, including man and artificial objects–advances from unconscious + union (thesis) to conscious + separation (antithesis) to a synthesis of conscious (from the antithesis) (...) + union (from the thesis). Previous interpretations of Phenomenology have missed this dialectic: they have assumed that Spirit’s journey begins with consciousness, whereas the journey actually begins in the primordial state of nature, before man arrives and provides Spirit with its Mind (the collective mind of man). Mind then misperceives itself as a multitude of separate alien “objects”–things other than itself. The macrodialectic and all other dialectics are based on Christianity’s Johannine separation-and-return mythology; all Hegelian dialectics separate from a concept in the thesis, going to that something’s opposite (antithesis), and then return to the thesis concept. Thus, in Hegel’s master-and-slave dialectic (God = master, man = slave), man advances from potential + freedom to actual + bondage (religiosity) to actual + freedom (atheism). Only Marx and Tillich understood Hegelian dialectics. Marx’s basic dialectic (one of four) saw history separating from and returning to Communism, going from communal ownership + poverty (primitive communism, or gens) to private ownership + wealth (slavery, feudalism, capitalism) to communal ownership + wealth (final communism). Tillich’s basic dialectic (one of many) separates from and returns to God, advancing from Yes to God + Yes to supernaturalism (theism) to No to God + No to supernaturalism (atheism) to Yes to God + No to supernaturalism (humanism: humanity is the nonsupernatural “God above the God of theism”). (shrink)