How was the hypothetical character of theories of experience thought about throughout the history of science? The essays cover periods from the middle ages to the 19th and 20th centuries. It is fascinating to see how natural scientists and philosophers were increasingly forced to realize that a natural science without hypotheses is not possible.

The paper consists of three parts. The aim of the first part is to depict the concept of science in the analytic philosophy of science to point out its characteristic defects. The second part shows how the constructive philosophy of science is able to avoid these defects by honouring not special modes of research but speicial modes of foundation of results in research with its criteria for science. The third part finally refutes the main counter-arguments (...) of analytic philosophy of science against the constructive. (shrink)

This article is the first in a trilogy about the concept “science”. Section 1 considers the historical development of the meaning of the term science and shows its close relation to the terms “knowl­edge” and “philosophy”. Section 2 presents four historic phases in the basic conceptualizations of science science as representing absolute certain of knowl­edge based on deductive proof; science as representing absolute certain of knowl­edge based on “the scientific method”; science as representing (...) fallible knowl­edge based on “the scientific method”; science without a belief in “the scientific method” as constitutive, hence the question about the nature of science becomes dramatic. Section 3 presents four basic understandings of the scientific method: Rationalism, which gives priority to a priori thinking; empiricism, which gives priority to the collection, description, and processing of data in a neutral way; historicism, which gives priority to the interpretation of data in the light of “paradigm” and pragmatism, which emphasizes the analysis of the purposes, consequences, and the interests of knowl­edge. The second article in the trilogy focus on different fields studying science, while the final article presets further developments in the concept of science and the general conclusion. Overall, the trilogy illuminates the most important tensions in different conceptualizations of science and argues for the role of information science and knowl­edge organization in the study of science and suggests how “science” should be understood as an object of research in these fields. (shrink)

The article explores specificities of thematization of science and scientific rationality in Martin Heidegger’s fundamental ontology. This analysis focuses on the concept of scienticity, character- istic for Heidegger’s “early” line of thought, as well as continuation and divergence of exposition of “science” and the nature of “theoretical attitude” as the subject of interpretation of transcen- dental phenomenology of E. Husserl. This research places an emphasis on particularity of Hei- degger’s explication of existential concept of science (...) as opposed to prevailing logico-epistemolog- ical philosophy of science, and foundation of thematization of scientific “subject matters” and theoretical attitude upon the universe of ontological understanding of being of entities (regional ontologies). It also focuses on Heidegger’s assertion of fundamental ontological projection in a status of a peculiar “science of knowledge”, which gives ground for a priori pre-conditions of specific sciences. Separate attention is paid to a specifically Heideggerian approach to explication of the rooting of initial scientific orientation in the sphere of pre-scientific experience, which ar- ticulates itself in so called “fundamental concepts”, as well as positioning of contemplative ‘present-at-hand’ paradigm of theoretical knowledge as a derivative modus of a primary use of ‘ready-to-handness’ as a phenomenological founding basis of everydayness’ experience. The author came to the attention that scientific knowledge is a project Dasein. It is within the framework of self-design that Dasein thematizes what happens to another region of being that is the subject of scientific knowledge. In other words, making things available in researching, applying themes, provided that the design allowed late as the systematic development of the most modern buildings, such as is done in the world, and possibly everyday greeting improvised performance. (shrink)

In this systematic study, Professor Achinstein analyzes such concepts as definitions, theories, and models, and contrasts his view with currently held positions that he finds inadequate.

In this paper, I examine several commentaries and glosses on the prolegomenon of Najm al-Dīn al-Kātibī’s (d. 675/1276–77) Shamsiyya that relate to debates on the Aristotelian and Ibn Sīnān theory of science in the postclassical period. Chief among the commentaries of the Shamsiyya is Quṭb al-Dīn al-Rāzī’s (d. 766/1365) Taḥrīr al-qawāʿid al-manṭiqiyya. This commentary, rather than the base text of the Shamsiyya, set the stage for later interpretations by Mirak al-Bukhārī (fl. 733/1332), Naṣīr al-Dīn al-Qāshānī (d. 755/1354), Saʿd al-Dīn (...) al-Taftāzānī (d. 792/1390), al-Sayyid al-Sharīf al-Jurjānī (d. 816/1413), Dāwūd al-Khwāfī (fl. 839/1465) and ʿIṣām al-Dīn Isfarāyinī (d. 945/1538). I focus on three issues that were raised in these interpreta­tions of the Shamsiyya’s prolegomenon: (1) the place of the elements of sciences in logical corpus, (2) the notion of the prolegomenon and its content, and (3) the real essence of a science. I attend to the particular debates and contentions on these issues to reveal the general idea of science at that time. (shrink)

본 논문은 일본 최초의 근대철학자로 일컬어지는 니시 아마네의 과학개념을 ‘學’, ‘物理’, ‘格物’ 등의 어휘를 중심으로 살펴본 것이다. 니시는 오늘날 동아시아 한자문화권에서 사용되고 있는 많은 근대학술어들을 번역했을 뿐만 아니라, 서구 학문의 수용을 통해 ‘學域’, 즉 ‘학문의 영역’을 새롭게 구분한 인물로 알려진다. 본고에서 다루는 ‘學’, ‘物理’, ‘格物’ 등은 니시의 과학사상 안에서도 중요한 어휘들로, 원래 전통적 어휘들이었던 그것들이 어떠한 개념적 변용을 통해 근대적 학문을 가리키는 어휘로 탈바꿈했는가는 일본에서의 서구학문의 이식과정을 보여준다고 할 수 있다. 오늘날 science는 보통 ‘과학(科學)’으로 번역된다. 그러나 니시는 이 science를 ‘科學’이 (...) 아니라 ‘學’이라고 번역했다. 그에게 있어서 ‘學’은 ‘術(art)’과 반드시 연계된 개념으로, ‘學術’이란 곧 오늘날의 과학기술을 의미했다. 니시는 동시에 ‘科學’이라는 어휘를 사용했지만, 그것은 ‘分科의 學’이라는 메이지 초기 ‘科學’의 일반적인 용법을 따른 것이었다. 즉, 니시에게 있어서 ‘科學’과 science는 서로 독립적으로 사용되었고, 메이지 중기에 이르러서야 ‘科學’은 science의 역어로 정착하기 시작했다. 아울러 니시는 ‘物理’를 physics의 역어로서가 아니라 동식물을 포함한 자연계 일반의 법칙을 가리키는 어휘로 사용했다. 사실상 박물학적 개념에 가까웠던 니시의 ‘物理’ 개념은 물리현상뿐만 아니라 생명현상과 화학현상까지를 포괄했다는 점에서 서양의 physics보다는 오히려 에도시대의 전통적 ‘物理’ 개념과 유사했다고 볼 수 있다. 한편, 니시는 ‘格物’을 오늘날의 물리학을 가리키는 어휘로 사용했다. 특히 니시의 ‘格物’에 보이는 ‘物’ 개념은 주자학의 格物致知에 보이는 ‘物’ 개념으로부터 완전한 개념적 전회를 이룬 것으로, 그것은 matter의 번역어에 다름 아니었다. 즉, 니시가 ‘格物’이라는 전통 주자학의 어휘를 사용하면서도, 뉴턴 이후 체계화된 서양과학의 물질관을 수용할 수 있었던 것은 ‘物’ 개념에 대한 새로운 이해 때문이었다. 니시의 ‘物理’에 보이는 ‘物’ 개념과 ‘格物’에 보이는 ‘物’ 개념에는 차이가 있다. ‘物理’의 ‘物’ 개념이 동식물을 포괄하는 자연계 일반을 가리켰다면, ‘格物’의 ‘物’은 matter로 한정되었다. 그것은 니시가 주자학의 ‘物’ 개념을 세분화시켰음을 보여준다. 즉, ‘物’에 대한 그 같은 세분화된 이해는 니시가 ‘物理’와 ‘格物’을 구분할 수 있었던 근거가 되었고, 나아가 물리학과 화학 등 여타의 자연과학 분야의 ‘學域’ 또한 구분할 수 있었던 배경이 되었다. (shrink)

Do the changes that have taken place in the structures and methods of the production of scientific knowledge and in our understanding of science over the past fifty years justify speaking of an epochal break in the development of science? Gregor Schiemann addresses this issues through the notion of a scientific revolution and claims that at present we are not witnessing a new scientific revolution. Instead, Schiemann argues that after the so-called Scientific Revolution in the sixteenth and seventeenth (...) centuries, a caesura occurred in the course of the nineteenth century that constituted a departure from the early modern origins of science. This change was characterized by the loss of certainty on the part of the scientists, by the steadily increasing importance of scientific communities (rather than individuals), and by the systematic intertwinement of scientific and societal development. As to present science, Schiemann admits that important changes have occurred, but he denies the conflation of nature and culture: even the OncoMouse is a natural organism, though a seriously damaged one. (shrink)

How should we reason in science? Jan Sprenger and Stephan Hartmann offer a refreshing take on classical topics in philosophy of science, using a single key concept to explain and to elucidate manifold aspects of scientific reasoning. They present good arguments and good inferences as being characterized by their effect on our rational degrees of belief. Refuting the view that there is no place for subjective attitudes in 'objective science', Sprenger and Hartmann explain the value of (...) convincing evidence in terms of a cycle of variations on the theme of representing rational degrees of belief by means of subjective probabilities (and changing them by Bayesian conditionalization). In doing so, they integrate Bayesian inference—the leading theory of rationality in social science—with the practice of 21st century science. Bayesian Philosophy of Science thereby shows how modeling such attitudes improves our understanding of causes, explanations, confirming evidence, and scientific models in general. It combines a scientifically minded and mathematically sophisticated approach with conceptual analysis and attention to methodological problems of modern science, especially in statistical inference, and is therefore a valuable resource for philosophers and scientific practitioners. (shrink)

INTRODUCTION What relevance — if any — does philosophy of science have for science education? Unfortunately, this question has been largely unexplored. ...

Aristotelova koncepcia definície v Druhých analytikách nepredstavuje len zásadný komponent dokazovacej vedy, ale v rôznych podobách je tiež zosobnená v spisoch jednotlivých vied a významným spôsobom ovplyvňuje podobu jeho filozofických a vedeckých skúmaní. I keď je systematickému výkladu spôsobov definovania venovaná celá druhá kniha tohto spisu, plné vyjasnenie účelu definícií sa ukáže až v širšom kontexte Aristotelovho modelu vedy. Cieľom štúdie je systematická interpretácia konceptu definície a predstavenie dvoch hlavných postupov definovania na podklade metódy vedeckého skúmania v spisoch Organonu.Podobu definície (...) do značnej miery utvára povaha objektov, ktoré vstupujú do vedeckého skúmania. V prvom rade je nutné zabezpečiť definície elementárnych objektov a vlastností, ktoré konštituujú predmet vedy. V tomto význame vystupujú definície ako jeden z bezprostredných počiatkov vedeckého sylogizmu. Postavenie takzvaných bezprostredných definícií je o to význačnejšie, že ich úlohou nie je len fixovať významy elementárnych pojmov vedeckého jazyka. Aristotelova metodológia vedy je vystavaná na esencialistických základoch a definície tak majú za úlohu zachycovať všetky nutné vlastnosti popisovaného druhu objektov, pričom zároveň z výmeru vylúčia tie vlastnosti, ktoré sú pre neho náhodné. Z toho nasleduje, že jednému druhu nutne náleží len jedna úplná a adekvátna definícia, čo vedcovi umožňuje vytvoriť spoľahlivý základ pre dokazovaciu fázu skúmania zaistením pravdivých premís, ktoré vyčerpávajúcim spôsobom popisujú svoj objekt.Na opačnom konci procesu vedeckého skúmania stoja sylogistické definície. Na rozdiel od prvého typu objektu definície, ich predmety sú komplexné a esencia nie je zjavná. Nakoľko cieľom definície je práve zobrazenie esencie, Aristoteles používa dôkaz ako nástroj jej zobrazenia. V tomto kontexte uvádza príklady prírodných fenoménov zatmenia a hromu, ktorých príčina je od nich odlišná, čo vytvára potrebu tohto špecifického postupu ich uchopenia. Na podklade Aristotelovho výkladu, štúdia analyzuje tieto dva typy definovania ako integrálnu súčasť vedeckej metódy a prirodzený dôsledok potreby adekvátneho postihnutia esencie predmetu skúmania. (shrink)

The contents of this book were originally delivered at Trinity College in the autumn of 1919 as the inaugural course of Tarner lectures.

This treatise is divided int9 four chapters with footnotes appearing at the end of each chapter. Following the conclusion there are three appendices which clarify a few points introduced in the text but not treated there. Some changes have been made to secondary material. On occasion when quoting Kaufmann's Hegel: Texts and Commentary, the translation of Begriff as "Concept" is changed to "Notion". This was done only to preserve the flow of presentation. The majority of translations have Begriff as (...) "Notion". When these others are placed side by side with Kaufmann's or Knox's translations where Begriff is "Concept", the result is so times distracting. In addition, all titles to Hegel's sciences have been abbreviated. Thus, instead of referring to The Lectures on the History of Philosophy each time it is mentioned, an abbreviated name is given -- History of Philosophy. Instead of The Lectures on the Philosophy of Religion, we have placed Philosophy of Religion in the text. Again the readability of the treatise was the main concern. The objective of this study is to expound on Hegel's concept of science, to list its general features, and to provide a perspective with which one should be able to approach each of Hegel 's sciences individually and observe the concept at work. In the first chapter we have provided an outlined analysis of the concept and in the last chapter have carried this concept through each of five different sciences -- The Philosophy of Right, The Philosophy of History, The Philosophy of Art, The Philosophy of Religion, and The History of Philosophy. In the second chapter we have examined the universal-particular-individual progression that characterizes the dialectical method. In the third chapter we have considered the internal relations that serve to guarantee the scientific stature of the universal-to-individual progression. (shrink)

Antonius Andreae was one of the most distinguished disciples and disseminators of John Duns Scotus’s doctrines within the Crown of Aragon and his works, which had an outstanding editorial success,...

O objetivo é propor uma reconstrução racional da concepção da ciência de Duhem, por meio do recurso da metodologia da teoria da ciência, como uma teoria normativa da dinâmica do conhecimento. Essa reconstrução ajuda a estabelecer que Duhem não pode ser classificado como um convencionalista/pragmatista, como sugere a interpretação-padrão, e, além disso, que Duhem almeja construir uma concepção que seja um termo médio entre a concepção metafísica clássica e a concepção do convencionalismo/pragmatismo. A estratégia metodológica para construir esse termo médio (...) é a proposta de um realismo estrutural e convergente. Duhem substitui o sujeito transcendental dos clássicos por uma teoria transcendental a ser alcançada por um processo dinâmico. Using the resources of the methodology of theory of science we propose a rational reconstruction of Duhem's conception of science, interpreting it as a normative theory of the dynamics of knowledge. Such a reconstruction helps to establish that Duhem cannot be classified as a conventionalist/pragmatist as proposed in the standard interpretation, and, furthermore, that Duhem proposes to construct a conception of science as a middle way between a classical metaphysical conception and a conventionalist/pragmatist conception. The methodological strategy for this middle way is the proposal of a structural and convergent realism. Duhem replaces the transcendental subject of the classics with a transcendental theory to be reached by a dynamic process. (shrink)

Die Auseinandersetzung zwischen Theologie und Philosophie ist so alt wie das Christentum. Im Mittelalter wurde der Streit weitgehend zugunsten der Theologie entschieden. Die Philosophie, verstanden als Metaphysik, wurde ancilla theologiae, Magd der Theologie. Im Zeitalter der Aufklärung drehte sich jedoch der Spieß um, die Theologie wurde nun zur Magd der Philosophie. Später, unter dem wachsenden Einfluss der empirischen Wissenschaften und der Technik, verlor die Philosophie ihren metaphysischen Charakter und wurde weitgehend eine Theorie der Wissenschaften, die schließlich in einer Selbstkritik des (...) empirisch-wissenschaftlichen Denkens überhaupt gipfelte. Diese letzte Entwicklung wird in dem folgenden Artikel skizziert. Es wird gezeigt, wie gegenwärtig Theologen, die diese Entwicklung nicht erkannt haben und von einem heute überholten Wissenschaftsbegriff ausgehen, immer noch versuchen, ihn mit dem theologischen Denken zu versöhnen. So werden sie mehr und mehr gezwungen, das, was sie für einen »dogmatischen Ballast« halten, über Bord zu werfen mit der Folge, dass sie das Wesen der christlichen Offenbarung weitgehend verfremden.The struggle between theology and philosophy is as old as Christianity. In the middle age this struggle ended in favour of theology. Philosophy, understood as metaphysics, was called ancilla theologiae. However, in the age of enlightenment the tables were turned: Now, theology became the ancilla of philosophy. Later, under the growing influence of the empirical sciences and technology, philosophy lost its metaphysical character and widely became a theory of sciences which culminated in self-criticism of scientific thinking. Now, this last development will be sketched in the following article. It will be shown how at present theologians who ignore this development and proceed from an antiquated concept of science still try to reconcile it with theological thinking. Thereby, they are more and more compelled to throw off what is deemed to be »dogmatic ballast« with the consequence that they alienate the essence of christian revelation. (shrink)

The proposal that the concept of innateness expresses a 'folk biological' theory of the 'inner natures' of organisms was tested by examining the response of biologically naive participants to a series of realistic scenarios concerning the development of birdsong. Our results explain the intuitive appeal of existing philosophical analyses of the innateness concept. They simultaneously explain why these analyses are subject to compelling counterexamples. We argue that this explanation undermines the appeal of these analyses, whether understood as analyses (...) of the vernacular concept or as explications of that concept for the purposes of science. (shrink)

The prestige of science, derived from its claims to certainty, has adversely affected the humanities. There is, in fact, a “politics of certainty”. Our ability to predict events in a limited sphere has been idealized, engendering dangerous illusions about our power to control nature and eliminate time. In addition, the perception and propagation of science as a bearer of certainty has served to legitimate harmful forms of social, sexual, and political power. Yet, as Ilya Prigogine has argued, renewed (...) attention to the irreducible reality of time has brought us to “the end of certainty”. As we enter the age of uncertainty, there is disagreement about how science should be understood and communicated. Some scientists cling to the ideal of certainty, while others emphasize the creative potential of spontaneity, novelty, and surprise. (shrink)

This paper is an assessment of the key debates on Heidegger’s existential conception of science. It relates the topics to contemporary problems in the philosophy of the natural sciences, providing the reader with a framework to evaluate various versions of hermeneutic phenomenology of scientific research as alternatives to both, naturalistic and normativeepistemological conceptions of scientific research. The paper delineates a context of constitution that is irreducible to the context-distinction between discovery and justification. In this context, the tenets of the (...) doctrine of cognitive existentialism are formulated. (shrink)

This qualitative study was carried out in two public schools located in the city of São Paulo, SP, Brazil, and involved two primary school science teachers. Its objective was to discuss the relevance of continuing education of Science teachers with the emphasis on the use of ICT in their teaching practice, the challenges faced by the insertion of these technological resources in the school environment, and improvements in school facilities. These aspects guide the need for training that prepares (...) the teacher to deal with this type of situation. Data collection was done through the application of two interviews, at different moments of the research. These results were presented at an international event, Enseñanza de las Ciencias 2017, and we were able to observe the difference of realities between the science education in developed countries and noted the relevance of discussing this topic in the context of science teaching in Brazil. Keywords: Teaching practice; Challenges in Science Education; Information and Communication Technologies. (shrink)

The goal of this paper is to better understand Kant’s conception of philosophy as a “world concept”, which is at the heart of the Architectonic of Pure Reason. This is pursued in two major parts. The first evaluates the textual foundation for reading Kant’s world concept of philosophy as cosmopolitanism and concludes that he most probably never himself equated philosophy as a world concept with any form of cosmopolitanism. The second major part of the paper clarifies this (...) concept of philosophy through the specific role it plays in the argument of the Architectonic. Kant’s unique concept of science is examined and compared with several specific applications of it found elsewhere in Kant’s writings. From this it is concluded that Kant’s intention in the Architectonic was to derive his world concept of philosophy from its logical counterpart, namely the scholastic concept of philosophy, and that its function there is to provide the idea from which the entire structure of Kantian critical metaphysics can be derived. Philosophy as a world concept, it is further argued, is the complete system of critical or Kantian metaphysics in application and the philosopher in this sense is the ideal critical metaphysician who fully realizes its laws through her own understanding and will. (shrink)

Legally defining “death” in terms of brain death unacceptably obscures a value judgment that not all reasonable people would accept. This is disingenuous, and it results in serious moral flaws in the medical practices surrounding organ donation. Public policy that relies on the whole-brain concept of death is therefore morally flawed and in need of revision.

Consider people’s ordinary concept of belief. This concept seems to pick out a particular psychological state. Indeed, one natural view would be that the concept of belief works much like the concepts one finds in cognitive science – not quite as rigorous or precise, perhaps, but still the same basic type of notion. But now suppose we turn to other concepts that people ordinarily use to understand the mind. Suppose we consider the concept happiness. Or (...) the concept love. How are these concepts to be understood? One obvious hypothesis would be that they are best understood as being more or less like the concept of belief. Maybe these concepts, too, pick out a particular mental state and thereby enable people to predict, explain and understand others’ behavior. We will argue that this hypothesis is mistaken. Instead, we suggest that the different concepts people use to understand the mind are fundamentally different from each other. Some of these concepts do indeed serve simply to pick out a particular mental state, but others allow a role for evaluative judgments. So, for example, our claim will be that when people are wondering whether a given agent is truly ‘happy’ or ‘in love,’ they are not merely trying to figure out whether this agent has a particular sort of mental state. They are also concerned in a central way with evaluating the agent herself. In short, our aim is to point to a striking sort of difference between the different concepts that people use to pick out psychological attitudes. We will be.. (shrink)

This volume investigates the notion of reduction. Building on the idea that philosophers employ the term ‘reduction’ to reconcile diversity and directionality with unity, without relying on elimination, the book offers a powerful explication of an “ontological” notion of reduction the extension of which is (primarily) formed by properties, kinds, individuals, or processes. It argues that related notions of reduction, such as theory-reduction and functional reduction, should be defined in terms of this explication. Thereby, the book offers a coherent framework, (...) which sheds light on the history of the various reduction debates in the philosophy of science and in the philosophy of mind, and on related topics such as reduction and unification, the notion of a scientific level, and physicalism. (shrink)

Scientists have used models for hundreds of years as a means of describing phenomena and as a basis for further analogy. In Scientific Models in Philosophy of Science, Daniela Bailer-Jones assembles an original and comprehensive philosophical analysis of how models have been used and interpreted in both historical and contemporary contexts. Bailer-Jones delineates the many forms models can take (ranging from equations to animals; from physical objects to theoretical constructs), and how they are put to use. She examines early (...) mechanical models employed by nineteenth-century physicists such as Kelvin and Maxwell, describes their roots in the mathematical principles of Newton and others, and compares them to contemporary mechanistic approaches. Bailer-Jones then views the use of analogy in the late nineteenth century as a means of understanding models and to link different branches of science. She reveals how analogies can also be models themselves, or can help to create them. The first half of the twentieth century saw little mention of models in the literature of logical empiricism. Focusing primarily on theory, logical empiricists believed that models were of temporary importance, flawed, and awaiting correction. The later contesting of logical empiricism, particularly the hypothetico-deductive account of theories, by philosophers such as Mary Hesse, sparked a renewed interest in the importance of models during the 1950s that continues to this day. Bailer-Jones analyzes subsequent propositions of: models as metaphors; Kuhn's concept of a paradigm; the Semantic View of theories; and the case study approaches of Cartwright and Morrison, among others. She then engages current debates on topics such as phenomena versus data, the distinctions between models and theories, the concepts of representation and realism, and the discerning of falsities in models. (shrink)

The perplexing nature of time has been more contemplated, speculated, written, and debated about over the ages than virtually any other subject, with the possible exception of religion. Yet time seems more elusive than the vast majority of other metaphysical concepts. Time remains mysterious, for we lack an understanding of time at a basic physical level. Concepts of time in theories of modern physics and time as found in contemporary western analytic philosophy are discussed.

This paper defends the usefulness of the concept of philosophical progress and the common assumption that philosophy and science aim to make the same, or a comparable, kind of progress. It does so by responding to Yafeng Shan's (2022) arguments that the wealth of research on scientific progress is not applicable or useful to philosophy, and that philosophy doesn't need a concept of progress at all. It is ultimately argued that while Shan's arguments are not successful, they (...) reveal the way forward in developing accounts of philosophical progress. (shrink)

(2001). Changing conceptions of the philosophy of science. International Studies in the Philosophy of Science: Vol. 15, No. 2, pp. 127-131. doi: 10.1080/02698590120058997.

In this article, the meaning of concept of sharʿī science gained in the conception of education, which was established in Islamic civilization, was studied. The main problem of the research is to evaluate the idea of education in Islamic Civilization, which is closely related to the concept of sharʿī science, with a false perception that it consists entirely of religious education. The beginning of Islamic Civilization is traced back to descent of the Qur'an. The conception of (...) education that started to emerge after this period is based on the understanding of the Qur'an and hadiths at first. In later times, a wide variety of fields, such as language, literature, logic, wisdom, riyāzat, nature, and astronomy, have been included in the concept of education to encompass the whole existence of the entity. In the following centuries, these fields, which were included in the course curriculum of the madrasahs, were examined in detail in the works of classification of sciences. Therefore, the false perception needs to be reconsidered. For this reason, the article focuses on how the concept of sharʿī science is defined. Historical data analysis method was used to solve the problem. The claim of the article is that the concept of shar′i science has wide perspective to cover the world of meaning, mind and essence of man. As a result, this article, it was determined that the concept of sharʿī science has a meaning to cover the majority of information fields that are subject to instruction in our educational conception.Summary: The formation of the conception of education in Islamic civilization has emerged in the long term through a scientific process. During this time, a rich curriculum on the concept of education was shaped. The sciences that form the curriculum have been diversified in later periods compared to the early periods of Islam. With the advent of the different sciences, which provided this diversification and which were not at first, all the existing sciences were classified according to different perspectives by the ulama (muslim scholars). In the classifications, which have important contributions to the conception of education, the sciences were tried to be introduced and their position in the education life was tried to be explained. The sciences classified have not been dealt with against each other but rather to complement each other in different ways. The distinction of sciences in classification; different approaches such as linguistically, religious, secular, mental, transportation, philosophical and sharʿī have been developed.The concept of sharʿī science, which can be expressed as a general definition of the sciences, is given in almost all of the works related to the classification of sciences, even under the name or different titles. When we look at the classification, it is seen that sharʿī sciences are handled in four different approaches. As the first approach, the sharʿī sciences are among the main elements of main division in the classification. Here, the sharʿī sciences, in general, with the linguistic sciences and mental sciences were included in the top title. In the second approach, there are works in their classification that do not include the sharʿī sciences and the distinction between it. In addition, these works collect the sciences within this scope under other scientific compositions or other names. In the third approach, among the works that give information about the general of the sciences, there are those who mentioned all together without classifying these sciences and others. In the last approach, the sharʿī sciences are seen as the upper description of the knowledge fields that are included in the teaching, which covers the majority of the other sciences except for the linguistic sciences.The approaches presented in the classification of sciences indicate the diversity of the issue. In order to have better understanding of the issue, it is useful to look closely at the meaning of the concept of sharʿī sciences. At this point, three definitions of 2nd, 4th and 12th centuries are given respectively. Firstly, for Jābir b. Hayyān sharʿī science is the most useful politics in terms of religion and the world, because it contains the benefits of the world's interests after death.Secondly, al-Ghazali (d. 505/1111) describes the sharʿī science as the knowledge learned from Şārī ʿ and prophets, but not by the experience and hearing. According to this, the sharʿī science is defined as the knowledge of the sunnah that only gives information about revelation. The information fields outside this definition are also considered as the sciences, which are instrumental in reaching to sharʿī science.The perspective of the third definition of sharʿī science is given by Saçaklızāde (d. 1145/1732). He lists the three definitions made before the time of his life from the specific (hās) to the general (ām). Saçaklızāde gave the aforementioned definition of al-Ghazali in the first sense of the concept of sharʿī science. He points out that the meaning given here is allocated. The second definition belongs to Molla Husraw (d. 885/1480). According to him, the sharʿī science is the sciences that can be reached through the sciences of the Şārīʿ. In other words, it is the sciences that are not used except for obtaining the sciences obtained from Şārīʿ itself. This meaning is a bit more extensive since there are no records as described in al-Ghazali. This definition is also included in the sciences benefited from it. Although it is not the first, there is usūl-i fiqh (Islamic legal theory) within this meaning.In the third definition, sharʿī science is the sciences that form the basis for things arising from Şārīʿ or originating from Şārīʿ. This definition belongs to Ibn Hajar el-Haytamī. He did not consider the partial allocation of the second meaning as given above, and included all the instrument sciences in the definition of sharʿī science. Based on the definitions he gave, three sharʿī science approaches made before the time he lived were listed from specific to general. Thus, in a sense, he depicts the general shape of the sharʿī science perspective. With the approach to generalization, we can say that a sharʿī science perspective that encompasses the majority of the fields involved in education is developing. In the third meaning of sharʿī science, it is seen that the majority of the fields of knowledge in education and training are gathered under one roof. The most important factor gathering the sciences together is the effort to understand the purpose of Şārīʿ, who owns the whole area of existence. The fields of knowledge and sciences needed to achieve this aim can be included in the definition of sharʿī science. The effort to understand the purpose of Şārīʿ is also at the center of the idea of Islamic education. Since there are various dimensions of being, each step taken to understand and learn them is directed in a way to Şārīʿ itself. Whether it is language and literary sciences or other sciences, such as mathematics, physics and philosophies, the aim is to recognize and understand Şārīʿ for the collection of things that fall within the scope of all educational activities. With sharʿī science approach, teaching the whole of the area of existence owned by Allah is possible within the concept of education. In the works written for the education curriculum, it is seen that the perspective covering the majority of the sciences in the definition of third sharʿī science is preserved. First of all, the meaning integrity of the sharʿī science concept has been determined. In the definitions of three different periods given here, it is seen that the approach to the sciences, which are the subject of instruction in education is not exclusive but inclusive. Especially because of the width in the third sense, the majority of the instrument sciences and mental science fields in the curriculum are included in the definition of sharʿī science. (shrink)

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read on Oxford Academic and offered as a free PDF download from OUP and selected open access locations. If we don't know what the words 'democracy' and 'democratic' mean, then we don't know what democracy is. This book defends a radical view: these words mean nothing and should be abandoned. The argument for Abolitionism is simple: those terms are defective (...) and we can easily do better, so let's get rid of them. According to the abolitionist, the switch to alternative devices would be a significant communicative, cognitive, and political advance. The first part of the book presents a general theory of abandonment: the conditions under which language should be abandoned. The rest of the book applies this general theory to the case of 'democracy' and 'democratic'. Cappelen shows that 'democracy' and 'democratic' are semantically, pragmatically, and communicatively defective. Abolitionism is not all gloom and doom. It also contains a message of good cheer: we have easy access to conceptual devices that are more effective than 'democracy'. We can do better. These alternative linguistic devices will enable us to ask better questions, provide genuinely fruitful answers, and have more rational discussions. Moreover, those questions and answers better articulate the communicative and cognitive aims of those who use empty terms like 'democracy' and 'democratic'. (shrink)

ABSTRACTThis paper elaborates a conception of the unity of science that emerges in the context of Dilthey’s well-known treatment of the distinction between the Naturwissenschaften and the Geisteswissenschaften. Dilthey’s account of the epistemological foundations of the Geisteswissenschaften presupposes, this paper argues, their continuity with the natural sciences. The unity of the two domains has both a psychological and a biological basis. Whereas the psychological functions at work in scientific thinking, the articulation of which is the task of Dilthey’s proposed (...) science of ‘descriptive and analytic psychology’, are common to both kinds of sciences, their ontological ground consists in the embodied and environmentally situated context of human beings, and is expressed in Dilthey’s central concept of ‘life’. Accordingly, this paper develops the shared biopsychological foundations of the epistemology of the natural and human sciences from Dilthey’s writings in the 1880s and 1890s. Dilthey’s conception of unity, furthermore, has implications for philosophy’s orientation towards the special sciences. Thus, in conclusion, this paper applies the biopsychological account to sketch an outline of Dilthey’s historicist method in the philosophy of science, and considers its similarities and differences with a contemporary approach in ‘historical epistemology’. (shrink)

Foundational issues in statistical mechanics and the more general question of how probability is to be understood in the context of physical theories are both areas that have been neglected by philosophers of physics. This book fills an important gap in the literature by providing a most systematic study of how to interpret probabilistic assertions in the context of statistical mechanics. The book explores both subjectivist and objectivist accounts of probability, and takes full measure of work in the foundations of (...) probability theory, in statistical mechanics, and in mathematical theory. It will be of particular interest to philosophers of science, physicists and mathematicians interested in foundational issues, and also to historians of science. (shrink)

The concept of “ethical research” holds considerable sway over the ways in which contemporary biomedical, natural, and social science investigations are funded, regulated, and practiced within a variety of countries. Some commentators have viewed this “new” means of governance positively; others, however, have been resoundingly critical, regarding it as restrictive and ethics bodies and regulations unfit for the task they have been set. Regardless, it is clear that science today is an “ethical” business. The ways in which (...) formal and informal ethical discourses and practices—what might be called “regimes of normativity”—structure scientific work and the meanings it is ascribed with have, however, been underexplored. This article attends to how science and ethics articulate; how they are, in many ways, co-produced. Exploring these processes of co-production casts into sharp relief the essential emotionality of science; the relationships investigators have with their colleagues, work, and research participants pulse with emotion, potentially shaping in important ways the very kinds of knowledge that laboratories produce. (shrink)

Today there is almost universal agreement among scientists and philosophers that no factual statement or hypothesis about the world of fact has meaning apart from experienceable phenomena. In general we say we must find evidence for every hypothesis or theory before we can consider it as even probably true. But when we state the relationship between hypotheses and evidence in this way, by implication we are still holding that hypotheses have priority over data or that the function of data is (...) to support pre-conceived ideas. This is, by implication, and acknowledgment of the primacy of rationalism over empiricism or of reason over sense data, or of explanation over that which is to be explained. (shrink)