What could be more certain than the fact that 2 plus 2 equals 4? Since the time of the ancient Greeks mathematicians have believed there is little---if anything---as unequivocal as a proved theorem. In fact, mathematical statements that can be proved true have often been regarded as a more solid foundation for a system of thought than any maxim about morals or even physical objects. The 17th-century German mathematician and philosopher Gottfried Wilhelm Leibniz even envisioned a ``calculus'' of reasoning (...) such that all disputes could one day be settled with the words ``Gentlemen, let us compute!'' By the beginning of this century symbolic logic had progressed to such an extent that the German mathematician David Hilbert declared that all mathematical questions are in principle decidable, and he confidently set out to codify once and for all the methods of mathematical reasoning. (shrink)

v. 1. Introduction to the study of Qurʼan -- v. 2. Surat ul-Faateha to Surat-ul-Baqarah (sections 1-21) -- v. 3. Surat-ul-Baqarah (sections 22 to 37) -- v. 4. Surat-ul-Baqarah (sections 38-40), Surat Aal-e-Imran, Surat-un-Nisa (sections 1 and 2) -- v. 5. Surat-un-Nisa (sections 3 to 24), Surat Al-Maaʼidah (complete), Surat Al-Anʼaam (sections 1-5) -- v. 6. Surat Al-Anʼaam (sections 6-20) -- v. 7. Surat Yunus to Surat Ibrahim -- v. 8. Surat al-Hijr to Surat al-kahf -- v. 9. Surat Maryam (...) to Surat-ul-Moʼminoon -- v. 10. Surat-un-Noor to Surat-ul-Qasas -- v. 11. Suratul Ankaboot to Surat Faatir -- v. 12. Surat Yaaseen to Surat-ush-Shoora -- v. 13. Surat Zukhruf to Surat Toor -- v. 14. Surat-un-Najm to Surat-ul-Munafiqoon -- v. 15. Surat-at-Taghaabun to Surat-al-Infitaar -- v. 16. Surat-at-Tateef to surat-an-Naas. (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

I claim that one way thought experiments contribute to scientific progress is by increasing scientific understanding. Understanding does not have a currently accepted characterization in the philosophical literature, but I argue that we already have ways to test for it. For instance, current pedagogical practice often requires that students demonstrate being in either or both of the following two states: 1) Having grasped the meaning of some relevant theory, concept, law or model, 2) Being able to apply (...) that theory, concept, law or model fruitfully to new instances. Three thought experiments are presented which have been important historically in helping us pass these tests, and two others that cause us to fail. Then I use this operationalization of understanding to clarify the relationships between scientific thought experiments, the understanding they produce, and the progress they enable. I conclude that while no specific instance of understanding (thus conceived) is necessary for scientific progress, understanding in general is. (shrink)

This Target paper is about the hard problem of phenomenal consciousness (i.e., how is subjective experience possible given the scientific presumption that everything from molecules to minerals to minds is wholly physical?). I first argue that one of the most valuable tools in the scientific arsenal (metaphor) cannot be recruited to address the hard problem due to the inability to forge connections between the stubborn fact of subjective experience and physically grounded models of scientific explanation. I then (...) argue that adherence to the physicalist tenets of contemporary science has a limiting effect on a full appreciation of the phenomenon under discussion. (shrink)

The philosophical literatures on models and thought experiments have been developing exponentially, and independently, for decades. This independence is surprising, given how similar models and thought experiments are. They each have “lives of their own,” they sit between theory and experience, they are important for both pedagogy and cutting-edge science, they galvanize conceptual changes and paradigm shifts, and they involve entertaining imaginary scenarios and working out what happens. Recently, philosophers have begun to highlight these similarities. This entry aims (...) at taking the idea further, by trying to systematically identify places where insights from one literature can be taken up in the other. Along the way, important differences will also be highlighted. (shrink)

: This paper contains the analysis of nine interviews with UK scientists on the topic of scientific models. Scientific models are an important, very controversially discussed topic in philosophy of science. A reasonable expectation is that philosophical conceptions of models ought to be in agreement with scientific practice. Questioning practicing scientists on their use of and views on models provides material against which philosophical positions can be measured.

Without doubt, there is a great diversity of scientific images both with regard to their appearances and their functions. Diagrams, photographs, drawings, etc. serve as evidence in publications, as eye-catchers in presentations, as surrogates for the research object in scientific reasoning. This fact has been highlighted by Stephen M. Downes who takes this diversity as a reason to argue against a unifying representation-based account of how visualisations play their epistemic role in science. In the following paper, I will (...) suggest an alternative explanation of the diversity of scientific images. This account refers to processes which are caused by the social setting of science. What exactly is meant by this, I will spell out with the aid of Ludwik Fleck’s theory of the social mechanisms of scientific communication. (shrink)

This article concerns the way in which philosophers study the epistemology of scientific thought experiments. Starting with a general overview of the main contemporary philosophical accounts, we will first argue that two implicit assumptions are present therein: first, that the epistemology of scientific thought experiments is solely concerned with factual knowledge of the world; and second, that philosophers should account for this in terms of the way in which individuals in general contemplate these thought experiments (...) in thought. Our goal is to evaluate these assumptions and their implications using a particular case study: Albert Einstein's magnet-conductor thought experiment. We will argue that an analysis of this thought experiment based on these assumptions – as John Norton (1991) provides – is, in a sense, both misguided (the thought experiment by itself did not lead Einstein to factual knowledge of the world) and too narrow (to understand the thought experiment's epistemology, its historical context should also be taken into account explicitly). Based on this evaluation we propose an alternative philosophical approach to the epistemology of scientific thought experiments which is more encompassing while preserving what is of value in the dominant view. (shrink)

Thought experiments (TEs) are important tools in science, used to both undermine and support theories, and communicate and explain complex phenomena. Their interest within philosophy of science has been dominated by a narrow question: How do TEs increase knowledge? My aim is to push beyond this to consider their broader value in scientific practice. I do this through an investigation into the scientific imagination. Part one explores questions regarding TEs as “experiments in the imagination” via a debate (...) concerning the epistemic status of computer simulations in science. I outline how, against Hacking, TEs also have “a life of their own” and I argue against accounts that privilege experiments over simulations (and by extension TEs) in light of their capacity to surprise in a productive way. Part two develops a pluralist account of the nature of the imagination in science. At its core, my view is that when we attend to a number of examples of TEs and consider the context in which they are used, we see that TEs engage a variety of our imaginative capacities. Existing monistic views fail to recognise the richness of the imagination and its potential in science. Part three looks to the “beauty” of TEs which is currently overlooked in the aesthetics of science literature. I put forward a new account that demonstrates the epistemic value of aesthetic features in science by showing how an appropriate fit between form and content enhances the usability of a TE, and its effectiveness as a prompt for our imagination. This also enables a more nuanced take on the proposed similarities between TEs and literary fictions. In the concluding chapter, I outline ways in which the core features of my account can be extended beyond TEs to illuminate the significance of the imagination and aesthetic values in other areas of science. (shrink)

Otto Neurath’s empiricist methodology of economics and his contributions to politi- cal economy have gained increasing attention in recent years. We connect this research with contemporary debates regarding the epistemological status of thought experiments by reconstructing Neurath’s utopias as linchpins of thought experiments. In our three reconstructed examples of different uses of utopias/dystopias in thought experiments we employ a reformulation of Häggqvist’s model for thought experiments and we argue that: (1) Our reformulation of Häggqvist’s model more (...) adequately complies with many uses of thought experiments, especially with the open-ended discussions of utopias and dys- topias in thought experiments. (2) As a strict logical empiricist, Neurath is committed to a strictly empiricist account of thought experiments. John Norton’s empiricist argument view can indeed account for the justifications of empirical beliefs and genuine discoveries targeted by scientific utopianism in three distinct (yet connected) ways, all of which Neur- ath already contemplated: (2.I) Dealing with utopias and thought experiments on a regular basis increases creativity and inventiveness. (2.II) Particular ways of presenting knowl- edge facilitate scientific discovery and social progress. (2.III) The use of utopias in thought experiments can prompt conceptual change and allow access to new phenomena. We con- clude by highlighting that, even though thought experiments support a positive attitude for exploring new social possibilities, Neurath points out that active decisions are unavoidable. The exploration of alternatives and the awareness of a need for decisions in policy discus- sion avert a technocratic outlook in social science. (shrink)

We propose a reflection on the construction of scientific knowledge and in so doing an image of this knowledge. This will allow us to develop a comparative analysis of some of the main principles underpinning the constitution of the different sciences. We will highlight the role of critical thought in science, or even “negative results,” which pose limits and hence open new trajectories. In particular, we will address a misleading point of view, based on some informal concepts taken (...) from computer science, which dominates the biological imaginary. An “ethics of knowledge” will follow, as a critical and open perspective, capable of taking on the well-intentioned responsibility of proposing universal, though not absolute, principles of knowledge. (shrink)

Scientific thought and its burdens is a book to search for the ways in which science has been understood in history and the way we conceive it today. It argues that every human phenomenon has certain mental frameworks through which it is manifested. Then it raises the question: through which mental frameworks is science manifested? First of all, science is a cognitive activity and as such it is an attempt to acquire knowledge of certain objects or phenomena around (...) us. In that case, it must have an epistemological framework, which is developed in this book as the epistemology of science; then, it is an activity carried out by a community of scholars and their students in an uninterrupted chain of tradition. This gives us the sociological framework. Based on these fundamental frameworks, i.e. the cognitive and sociological approach, the concept of science is defined. Due to the lack of a satisfactory epistemological and sociological framework, taken together, many crucial concepts, such as scientific process, scientific consciousness and worldview, concerning the rise and development of science within a civilization has not adequately been explained. This book thus brings a fresh understanding of sociological concepts concerning science, such as scientific community and tradition. Sufficient material is brought in from the history of science unfolding itself within three civilizations; Greek, Islamic and Western, in order to vindicate the framework in which scientific thought in these communities emerged. (shrink)

First of all, I have spoken so far of the history of Greek thought. It would be more correct to speak of Graceo-Roman thought. Certainly, the Latins were not inventors, in science or in philosophy. But, if one thinks of what our knowledge of Greek ...

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

In lieu of an abstract, here is a brief excerpt of the content:Jewish Thought and Scientific Discovery in Early Modern EuropeNoah J. EfronAlmost a quarter-century ago Benjamin Nelson published his famous plea for what he called a “differential” and “comparative historical sociology of ‘science’ in civilizational perspective.” 1 Like Max Weber, Robert Merton, and Joseph Needham, Nelson believed that the growth of western science could be better understood when compared to the ways “science” fared in other cultures with (...) other intellectual and institutional and economic sensibilities and structures. A particularly propitious case study for such a differential and comparative historical study of science, as Hillel Levine observed in his 1983 essay about Jewish reactions to heliocentrism, are the Jews of early modern Europe, who constituted “a society geographically and culturally contiguous with those who framed and advanced occidental ‘science.’” 2Since about the time of Nelson’s plea, David B. Ruderman has been writing the history of Jewish attitudes towards, and engagements with, science during the period in which modern western science was constituting itself. It is no exaggeration to say that he established this as a field of study, producing a steady stream of historical studies, initially of Italian Jews who read and wrote about nature and its study, but continually expanding his compass. 3 The field [End Page 719] Ruderman established and the studies he produced have been “repercussive” (to borrow his own adjective) in many directions—shedding light on Jewish-Christian relations, on early-modern Jewish intellectual history, on the deployments of Kabbalah and magic in early modern times, and so on. One of Ruderman’s achievements—perhaps not the most important in his view (for he considers himself a historian of Jewish thought and culture and not a historian of science) but of great importance nonetheless—has been to begin to lay the groundwork for a comparative history of Jewish and Christian attitudes towards and participation in the “new sciences.”Ruderman’s newest book is a big step towards Nelson’s desideratum, using Jewish attitudes as the comparative case. It is a collection of twelve linked essays (five of which have appeared elsewhere in one form or another) framed by a synthetic introduction and epilogue. The essays are individual or group portraits of Jews who evinced interest in natural philosophy or medicine, in a variety of settings and for a variety of reasons, between the sixteenth and eighteenth centuries. Ruderman describes his subject as “three distinct but interrelated groups among early modern Jews”: (1) “converso physicians and other university-trained intellectuals who fled Spain and Portugal in the seventeenth century and settled in Holland, Italy, Germany, England, and even eastern Europe, serving as doctors and purveyors of scientific learning throughout the Jewish communities of Europe, while yielding considerable political and economic power,” (2) “certain circles of Jewish scholars in central and eastern Europe [who] pursued scientific learning, especially astronomy, in more informal settings as a desirable supplement to rabbinic study,” and (3) “the hundreds of Jews who attended Italian medical schools, primarily the University of Padua, from the late sixteenth through the eighteenth centuries.” 4In fact Ruderman covers even more ground than this. As background, he includes a brief essay on the attitudes of tenth- to fifteenth-century Jews towards nature and its study, surely the best survey of the sort available. Of the thirty or so early modern Jews that he describes in the remainder of the book, about twenty fit in at least one of the three camps upon which he focuses. 5 Nine [End Page 720] emerged from different circumstances (though these too were often highly influenced by one or more of the focus populations). This fact does nothing to impugn Ruderman’s typology—the groups he described were, in fact, of particular importance, and his identification of them as the principle populations contemplating and promulgating natural philosophy among Jews is in itself an advance of some moment. But the fact that a third of the cases Ruderman described do not fit into his own typology is testimony both to the complexity of his subject, and to his agility in addressing it.By anthologizing a dozen depictions of different thinkers in different milieus, Ruderman affords what might be called a “hawk... (shrink)

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

"In preparing this collection of essays the aim has been to capture something of the main currents of scientific though since the beginning of this century"--Preface.

We propose a reflection on the construction of scientific knowledge and in so doing an image of this knowledge. This will allow us to develop a comparative analysis of some of the main principles u...

Chapter The Triumph of Reason; Anticipating the Bio- Technetronic Civilization I believe information technology is at the basis of a new age of civilization ...

Otto Neurath’s empiricist methodology of economics and his contributions to political economy have gained increasing attention in recent years. We connect this research with contemporary debates regarding the epistemological status of thought experiments by reconstructing Neurath’s utopias as linchpins of thought experiments. In our three reconstructed examples of different uses of utopias/dystopias in thought experiments we employ a reformulation of Häggqvist’s model for thought experiments and we argue that: (1) Our reformulation of Häggqvist’s model more adequately (...) complies with many uses of thought experiments, especially with the open-ended discussions of utopias and dystopias in thought experiments. (2) As a strict logical empiricist, Neurath is committed to a strictly empiricist account of thought experiments. John Norton’s empiricist argument view can indeed account for the justifications of empirical beliefs and genuine discoveries targeted by scientific utopianism in three distinct (yet connected) ways, all of which Neurath already contemplated: (2.I) Dealing with utopias and thought experiments on a regular basis increases creativity and inventiveness. (2.II) Particular ways of presenting knowledge facilitate scientific discovery and social progress. (2.III) The use of utopias in thought experiments can prompt conceptual change and allow access to new phenomena. We conclude by highlighting that, even though thought experiments support a positive attitude for exploring new social possibilities, Neurath points out that active decisions are unavoidable. The exploration of alternatives and the awareness of a need for decisions in policy discussion avert a technocratic outlook in social science. (shrink)

v. 1. Cosmology - exploration -- v. 2. The Origin of Life: The Miller-Urey Experiment - Ethical Principles for Medical Research Involving Human Subjects.