One component of a viable account of scientific inquiry is a defensible conception of scientific problems. This paper specifies some logical and conceptual requirements that an acceptable account of scientific problems must meet as well as indicating some features that a study of scientific inquiry indicates scientific problems have. On the basis of these requirements and features, three standard empiricist models of problems are examined and found wanting. Finally a constraint inclusion-model (...) of scientific problems is proposed. (shrink)

In this paper the relation between scientific problems and the constraints on their solutions is explored. First the historical constraints on the solution to the blackbody radiation problem are set out. The blackbody history is used as a guide in sketching a working taxonomy of constraints, which distinguishes various kinds of reductive and nonreductive constraints. Finally, this discussion is related to some work in erotetic logic. The hypothesis that scientific problems can be identified with structured sets (...) of constraints is interesting; however, a full defense of the identification thesis requires the resolution of some unsolved problems. (shrink)

Scientific knowledge systems function as effective and specialized apparatus for formulating, analyzing and solving scientific problems. In science, problems become internal parts of the knowledge systems; thus they acquire new forms and properties in comparison with common-sense problems. Definite theoretical structures connected with problems and questions appear in the theory. Among them are erotetic expressions and languages, calculi and algebras of problems. On the basis of the structure-nominative reconstruction of a theory, the unified (...) treatment of these structures is given. Methods of the theory of named sets are used in the logical analysis of problems and their systems. As a consequence a new formalized model of the problem part of theory is constructed. (shrink)

Pluralism has many meanings. An assessment of the need for logical pluralism with respect to scientific knowledge requires insights in its domain of application. So first a specific form of epistemic pluralism will be defended. Knowledge turns out a patchwork of knowledge chunks. These serve descriptive as well as evaluative functions, may have competitors within the knowledge system, interact with each other, and display a characteristic dynamics caused by new information as well as by mutual readjustment. Logics play a (...) role in the organization of the chunks, in their applications and in the exchange of information between them. Epistemic pluralism causes a specific form of logical pluralism. Against this background, the occurrence of inconsistencies will be discussed together with required reactions and systematic ways to explicate them. Finally, the place of inconsistencies in the sciences will be considered. Seven theses will be proposed and argued for. The implications of each of these for pluralism will be considered. The general tenet is that paraconsistency plays an important role, bound to become more explicit in the future, but that the occurrence of inconsistencies does not basically affect the need for pluralism. (shrink)

In this largely antimetaphysical treatment of free will and determinism, Mark Balaguer argues that the philosophical problem of free will boils down to an open scientific question about the causal histories of certain kinds of neural events. In the course of his argument, Balaguer provides a naturalistic defense of the libertarian view of free will. The metaphysical component of the problem of free will, Balaguer argues, essentially boils down to the question of whether humans possess libertarian free will. Furthermore, (...) he argues that, contrary to the traditional wisdom, the libertarian question reduces to a question about indeterminacy--in particular, to a straightforward empirical question about whether certain neural events in our heads are causally undetermined in a certain specific way; in other words, Balaguer argues that the right kind of indeterminacy would bring with it all of the other requirements for libertarian free will. Finally, he argues that because there is no good evidence as to whether or not the relevant neural events are undetermined in the way that's required, the question of whether human beings possess libertarian free will is a wide-open empirical question. (shrink)

According to the diversity-beats-ability theorem, groups of diverse problem solvers can outperform groups of high-ability problem solvers. We argue that the model introduced by Lu Hong and Scott Page is inadequate for exploring the trade-off between diversity and ability. This is because the model employs an impoverished implementation of the problem-solving task. We present a new version of the model that captures the role of ‘ability’ in a meaningful way, and we use it to explore the trade-offs between diversity and (...) ability in scientific problem solving. (shrink)

According to the diversity-beats-ability theorem, groups of diverse problem solvers can outperform groups of high-ability problem solvers. We argue that the model introduced by Lu Hong and Scott Page is inadequate for exploring the trade-off between diversity and ability. This is because the model employs an impoverished implementation of the problem-solving task. We present a new version of the model which captures the role of ‘ability’ in a meaningful way, and use it to explore the trade-offs between diversity and ability (...) in scientific problem solving. (shrink)

Scientific realism is a doctrine that was both in and out of fashion several times during the twentieth century. I begin by noting three presuppositions of a succinct characterization of scientific realism offered initially by the foremost critic in the latter part of the century, Bas van Fraassen. The first presupposition is that there is a fundamental distinction to be made between what is “empirical” and what is “theoretical”. The second presupposition is that a genuine scientific realism (...) is committed to their being “a literally true story of what the world is like”. The third presupposition is that there are methods for justifying a belief in the empirical adequacy of a theory which do not also suffice to justify beliefs in its literal truth. Each of these presuppositions raises a number of problems, some of which are quite old and others rather newer. In each case, I briefly review some of the old problems and then elaborate the newer problems. (shrink)

We examine conceptual and methodological problems that arise in the course of the scientific study of possible influences of religious belief on the experience of physical pain. We start by attempting to identify a notion of religious belief that might enter into interesting psychological generalizations involving both religious belief and pain. We argue that it may be useful to think of religious belief as a complex dispositional property that relates believers to a sufficiently thick belief system that encompasses (...) both cognitive and non-cognitive elements. Such a conception of religious belief is more likely to correlate with psychological properties of believers that are both sufficiently shared and sufficiently unique to distinguish their psychology from believers in another religion or from non-believers. If the dispositional psychological property that constitutes religious belief does influence pain, then our analysis suggests that it doesn’t do so directly but rather through one of its occurrent manifestations. We offer a taxonomy of the different ways in which occurrent states of belief or experience may interact with physical pain, and we try to identify those that are more interesting or promising. We then proceed to employ the conceptual framework we developed to some of the existing evidence about the neural and psychological correlates of religious belief and experience, and about the cognitive modulation of physical pain. Finally we turn to analyse two experiments that directly investigated the relation between religious belief and pain. We draw attention to the limitations of existing evidence and end by suggesting directions for future conceptual and empirical inquiry. (shrink)

Although the influence of affect on creativity has received some theoretical and empirical attention, the role of affect as a consequence of creative problem solving has been neglected. This study is the one of the first to examine empirically the affect that results from creative problem solving. In a 2 (group) × 3 (time period) × 2 (task) factorial design, 122 art and science students were randomly assigned to complete an art or science task and to report on the kind (...) and intensity of affect before, during, and after creative problem solving. It was predicted that art and science students would report different levels of affect only after the insight, not before or during, and that the effects of task, not just group, would contribute to affective variability between art and science students. Science students reported similar levels of (positive) affective intensity before and during creative insight as art students. It was only after the insight that art students reported more intense affective experiences than science students. Task differences accounted for a significant amount of variance in affective intensities, but primarily for art-oriented subjects. These findings suggest that viewing affect as a dependent variable of cognition, rather than primarily as an independent variable, is a direction that would benefit the field of empirical work on cognition and emotion. Current cognitive theories of emotion offer much potential in understanding the affective consequences of creative problem solving. (shrink)

Although the influence of affect on creativity has received some theoretical and empirical attention, the role of affect as a consequence of creative problem solving has been neglected. This study is the one of the first to examine empirically the affect that results from creative problem solving. In a 2 (group) × 3 (time period) × 2 (task) factorial design, 122 art and science students were randomly assigned to complete an art or science task and to report on the kind (...) and intensity of affect before, during, and after creative problem solving. It was predicted that art and science students would report different levels of affect only after the insight, not before or during, and that the effects of task, not just group, would contribute to affective variability between art and science students. Science students reported similar levels of (positive) affective intensity before and during creative insight as art students. It was only after the insight that art students reported more intense affective experiences than science students. Task differences accounted for a significant amount of variance in affective intensities, but primarily for art-oriented subjects. These findings suggest that viewing affect as a dependent variable of cognition, rather than primarily as an independent variable, is a direction that would benefit the field of empirical work on cognition and emotion. Current cognitive theories of emotion offer much potential in understanding the affective consequences of creative problem solving. (shrink)

The history of science is replete with ideals that involve some criterion of completeness. One such criterion requires that physics explain how the appearances are produced in reality. This paper argues that it is scientifically acceptable to reject this criterion, along with all other completeness criteria that have been proposed for modern science.

(No abstract is available for this citation).

Free will sans metaphysics? Content Type Journal Article Pages 1-5 DOI 10.1007/s11016-011-9525-5 Authors Helen Beebee, Department of Philosophy, University of Birmingham, Birmingham, B15 2TT UK Journal Metascience Online ISSN 1467-9981 Print ISSN 0815-0796.

In the course of developing an account of scientific progress, C. D. McCoy (2022) appeals centrally to understanding as well as to problem-solving. On the face of it, McCoy’s account could thus be described as a kind of hybrid of the understanding-based account that I favor (Dellsén 2016, 2021) and the functional (a.k.a. problem-solving) account developed most prominently by Laudan (1977; see also Kuhn 1970; Shan 2019). In this commentary, I offer two possible interpretations of McCoy’s account and explain (...) why I do not find it entirely compelling on either interpretation. (shrink)

This book describes how one can use The Scientific Method to solve everyday problems including medical ailments, health issues, money management, traveling, shopping, cooking, household chores, etc. It illustrates how to exploit the information collected from our five senses, how to solve problems when no information is available for the present problem situation, how to increase our chances of success by redefining a problem, and how to extrapolate our capabilities by seeing a relationship among heretofore unrelated concepts.One (...) should formulate a hypothesis as early as possible in order to have a sense of direction regarding which path to follow. Occasionally, by making wild conjectures, creative solutions can transpire. However, hypotheses need to be well-tested. Through this way, The Scientific Method can help readers solve problems in both familiar and unfamiliar situations. Containing real-life examples of how various problems are solved — for instance, how some observant patients cure their own illnesses when medical experts have failed — this book will train readers to observe what others may have missed and conceive what others may not have contemplated. With practice, they will be able to solve more problems than they could previously imagine.In this second edition, the authors have added some more theories which they hope can help in solving everyday problems. At the same time, they have updated the book by including quite a few examples which they think are interesting. (shrink)

Generic generalisations like ‘Opioids are highly addictive’ are very useful in scientific communication, but they can often be interpreted in many different ways. Although this is not a problem when all interpretations provide the same answer to the question under discussion, a problem arises when a generic generalisation is used to answer a question other than that originally intended. In such cases, some interpretations of the generalisation might answer the question in a way that the original speaker would not (...) endorse. Rather than excising generic generalisations from scientific communication, I recommend that scientific communicators carefully consider the kinds of questions their words might be taken to answer and try to avoid phrasing that might be taken to provide unintended answers. (shrink)

Introduction:Can nature be controlled?. Autonomous nature -- Greco-Roman concepts of nature -- Christianity and nature -- Nature personified : Renaissance ideas of nature -- Controlling nature. Vexing nature : Francis Bacon and the origins of experimentation -- Natural law : Spinoza on natura naturans and natura naturata -- Laws of nature :Lleibniz and Newton -- Epilogue : rambunctious nature in the twenty-first century.

Scientific Realism (SR) has three crucial aspects: 1) the centrality of the concept of truth, 2) the idea that success is a reliable indicator of truth, and 3) the idea that the Inference to the Best Explanation is a reliable inference rule. It will be outlined how some realists try to overcome the difficulties which arise in justifying such crucial aspects relying on an adaptationist view of evolutionism, and why such attempts are inadequate. Finally, we will briefly sketch some (...) of the main difficulties the realist has to face in defending those crucial aspects, and how such difficulties are deeply related: they derive from the inability of SR to satisfyingly avoid the sceptical challenge of the criterion of truth. Indeed, SR seems not to be able to fill the so-called ‘epistemic gap’ (Sankey 2008). In fact, the epistemic gap cannot be filled in no way other than obtaining a criterion of truth, but such a criterion cannot be obtained if the epistemic gap obtains. (shrink)

Fictionalism plays a significant role in philosophy today, with defenses spanning mathematics, morality, ordinary objects, truth, modality, and more.1 Fictionalism in the philosophy of science is also gaining attention, due in particular to the revival of Hans Vaihinger’s work from the early twentieth century and to heightened interest in idealization in scientific practice.2 Vaihinger maintains that there is a ubiquity of fictions in science and, among other things, argues that Nietzsche supports the position. Yet, while contemporary commentators have focused (...) on fictionalism in Nietzsche’s moral philosophy, his view of fictions in science has remained largely unexamined.3 In this article, I begin... (shrink)

Recently we proposed the linguistic Copenhagen interpretation of quantum mechanics, which is called quantum language or measurement theory. This theory is valid for both quantum and classical systems. Thus, we think that quantum language is one of the most powerful scientific theories, like statistics, and thus, it is the scientific completion (i.e., the destination) of dualistic idealism. If so, we can introduce the concept “progress” in the dualistic idealism. For example, we can assert that [Plato → Descartes → (...) Kant → Wittgenstein → quantum language], where [“X” → “Y”] means that “Y” is more like quantum language than “X”. In this paper, we will study the problem of universals from the perspective of quantum language (i.e., from the scientific perspective of ignoring any religious perspective). And we can be confident of the progress of both of the two time series [Plato → Anselmus → Thomas Aquinas → quantum language] and [Descartes → Thomas Aquinas → quantum language] in dualistic idealism. The reader may find it surprising that Scholastic philosophy is more scientific than Cartesian-Kantian philosophy. However, this is because Descartes gave up the pursuit of “universals” and presented dualism as a visible “mind-matter dualism” so that it could be familiar to the general public. This made the Cartesian-Kantian philosophy socially successful, but unscientific. The problem of universals has not always been clear in the long history of philosophy. The reader should be convinced that the reason is that the problem of universals has been discussed in an incomplete non-scientific dualism to this day. (shrink)

Objective We conducted a process evaluation to (a) assess the effectiveness of a new problem-based learning curriculum designed to teach professionalism and scientific integrity to biomedical graduate students and (b) modify the course to enhance its relevance and effectiveness. The content presented realistic cases and issues in the practice of science, to promote skill development and to acculturate students to professional norms of science. Method We used 5-step Likert-scaled questions, open-ended questions, and interviews of students and facilitators to assess (...) curricular effectiveness. Results Both facilitators and students perceived course objectives were achieved. For example, respondents preferred active learning over lectures; both faculty and students perceived that the curriculum increased their understanding of norms, role obligations and responsibilities of professional scientists. They also reported an increased ability to identify ethical situations and felt that they had developed skills in moral reasoning and effective group work. Conclusions These data helped to improve course implementation and instructional material. For example, to correct a negative perception that this was an ‘ethics’ course, we redesigned case debriefing activities to reinforce learning objectives and important skills. We refined cases to be more engaging and relevant for students, and gave facilitators more specific training and resources for each case. The problem-based learning small group strategy can stimulate an environment whereby participants are more aware of ethical implications of science, and increase their socialisation and open communication about professional behaviour. (shrink)