This paper proposes a methodology to investigate how the conceptual structure of a model may have borrowed from an already existing model in a different field. From a reverse perspective, it amounts to hypothesizing that an already existing model was somehow transferred to a new field and incorporated into a newly constructed model with the purpose of explaining some additional phenomena. We use two well-known theoretic models, Robert Malthus’ model of human population and Darwin’s model of organism population included in (...) the theory of evolution by natural selection, to exemplify this “incorporation of a conceptual structure” methodology. By highlighting how the conceptual structure of Malthus’ model actually sits within that of Darwin’s model, we show how Darwin’s model may have been constructed, on the one hand, and how Malthus’ model may have been transferred, on the other hand. In order to show how the construction and transfer occur, we outline five epistemic strategies that could be underlying incorporation. Overall, this methodology can be viewed as a diadic and bijective perspective on models that can be applied to other similar cases, using “construction” and “transfer” as complementary handles to probe the available conceptual, structural, and historiographical material. (shrink)

Scientific disciplines are faced with the need to position themselves as part of both science and society. This article explores the foundations of such positioning on the basis of a sociological model of the division of disciplinary labor, interpreted as a general model of the social organization of disciplinary labor, as well as on the basis of models of science and of the science–society relationship. As models of the relationship between science and society, the republican American model and the model (...) of the scientific public sphere embody the normative ideals of autonomous and embedded science that are essential for the positioning of a scientific discipline. With cognition as the main goal of science, the (post-)positivist roots of the close connection between basic research and instrumental knowledge are explored. The transformation discourse testifies to the interest in solving complex problems in democratic science; and the concept of scientific knowledge as a common good links science and society by pointing to the possibility of a public interest in scientific knowledge. The article concludes that a scientific community needs axiological skills in addition to theoretical, methodological, and communicative skills. (shrink)

This article seeks to interpret how the scientific study of individualization, broadly construed, is conceived from within. It presents and discusses an analysis of qualitative data gained from performing semi-structured expert interviews. By way of a thematic-analytic approach to interpreting this data, this article seeks to investigate the attitudes and opinions of a sample of scientific experts who study individualization, across a wide range of scientific fields, with regard to key concepts, phenomena, motivating factors, and open questions. Centering its analysis (...) on discussion of four themes, this paper (1) emphasizes the importance for science of individuals and individuality, (2) reflects on matters pertaining to language and interdisciplinary communication, (3) distinguishes between nine meanings of the word “individualization,” stressing their significant features, and (4) considers ideas about the consequences of individualization and ongoing methodological concerns. (shrink)

In present-day particle physics, empirical reasoning is highly inferential as experiments rely on complex instruments and an intensive use of computer-based methods. This paper investigates how these methods impact the evidential status of the data produced, using an expanded epistemic risk framework. Based on a case study from a top-quark physics experiment, we clarify the relationship between inductive and other epistemic risks. We argue that various epistemic risks that arise ahead of evidence affect the inductive risk of the experimental results, (...) and propose an understanding of epistemic risk in relation to different epistemic goals. Specifically, the case study shows how experimental tasks and their associated goals relate to the epistemic aim of the experiment, by revealing modalities of risk and risk dynamics throughout the experimental process. (shrink)