Wolfgang Stegmüller, the leading German philosopher of science, considers the status of scientific revolutions the central issue in the field ever since "the famous Popper-Lakatos-Kuhn discussion" of a decade and a half ago, comments on "almost all contributions to this problem", and offers his alternative solutions in a series of papers culminating with, and summarized in, his recent "A Combined Approach to Dynamics of Theories. How To Improve Historical Interpretations of Theory Change By Applying Set Theoretical Structures", published in Gerard (...) Radnitzky and Gunnar Andersson, editors, The Structure and Development of Science, issued in the Boston Studies in the Philosophy of Science series, volume 59, 1979, pp. 151-86. Popper views scientific revolutions as rational and due to empirical refutations, but there are no refutations in science. Lakatos agrees and assumes that research programs are refutable and their replacements to be revolutions, but the same arguments he launches against Popper apply to him; moreover, applying his philosophy to itself makes it collapse anyway . Kuhn's view was interpreted to be one of scientific revolutions as quite irrational and as arbitrary as mob action. Stegmüller presents revolution in another interpretation of Kuhn - as non-rational, as based on hopes and value judgment but not on facts. He thinks there are big and small revolutions. And he uses his own modifications of J. D. Sneed's famous formal analysis of scientific theory to make his point. After presenting a summary of Stegmüller's ideas in our own way, which seems to us a clarification of presentation with no change of content, especially due to our stressing all differences of opinion, we apply Stegmüller's idea to itself, the way Stegmüller has done with the view of Lakatos, and with similar results. (shrink)

From the pre-Socratics to the present, one primary aim of philosophy has been to learn from arguments. Philosophers have debated whether we could indeed do this, but they have by and large agreed on how we would use arguments if learning from argument was at all possible. They have agreed that we could learn from arguments either by starting with true premises and validly deducing further statements which must also be true and therefore constitute new knowledge, or that we could (...) start from putative premises and validly deduce false consequences thereby showing that our premises were false. Our aim in this paper is to suggest a third alternative: we can learn from plausible arguments through criticism of such arguments which enable us to discover new problems. (shrink)

Name der Zeitschrift: Zeitschrift für Religionswissenschaft Jahrgang: 21 Heft: 2 Seiten: i-ii.