This paper argues for the theoretical and practical validity of similarity as a useful epistemological tool in scientific knowledge generation, specifically in chemistry. Classical analyses of similarity in philosophy of science do not account for the concept’s practical significance in scientific activities. We recur to examples from chemistry to counter the claim of authors like Quine or Goodman to the effect that similarity must be excluded from scientific practices . In conclusion we argue that more recent conceptualizations of the (...) notion of similarity, particularly Giere’s one, are appropriate for a philosophical analysis that considers scientific practices on equal terms with scientific theory. (shrink)

Summary The life and works of John Mercer (1791–1866), a calico-printer from Lancashire, is a good example to illustrate the complexity of the process of printing cottons with natural colours, and the different skills required to obtain a final product able to be sold in the markets in the early years of the nineteenth century. A subtle combination of entrepreneurial dynamism, chemical knowledge, and expertise in the workshop provided a very special sort of ‘artisan-chemist’, who played a key (...) role in the industrial prosperity of the coloured textiles in the early Victorian years. The paper tries to show how, apart from the traditional ‘great luminaries’ of the period (Gay-Lussac, Berzelius, Davy, or Dalton), self-educated provincial chemists such as Mercer also made significant practical and theoretical contributions. (shrink)

This paper proposes a theoretical approach to discuss the relations among reality, chemists’ interactions with it, and the resulting interpretation and representation of the acquired scientific knowledge. Taking into account that such relations are of semiotic nature, this paper aims at discussing in the light of Peirce’s theory of signs different descriptions of chemical activity and chemical education proposed by Alex Johnstone and elaborated by other science educators. In order to discuss the contributions and limitations of the (...) proposed theoretical framework, and considering its potential interest for chemical education, an example on the communication strategies for the content ‘vapour pressure’ found in twentieth-century general chemistry university textbooks is also presented. (shrink)

Chemistry is by far the most productive science concerning the number of publications. A closer look at chemical papers reveals that most papers deal with new substances. The rapid growth of chemical knowledge seriously challenges all institutions and individuals concerned with chemistry. Chemistry documentation following the principle of completeness is required to schematize chemical information, which in turn induces a schematization of chemical research. Chemistry education is forced to seek reasonable principles of selectivity, although nobody (...) can have an overview any more. Philosophical evaluation of the growth of chemical knowledge proves that at the same time chemical ‘nonknowledge’ increases more rapidly. An analysis of reasons, why chemists are making new substances at all, shows that the proliferation of new substances is for the most part an end in itself. The present paper finally argues for the need of a rational discourse among chemists on the aims of chemistry. (shrink)

Given the rich diversity of research fields usually ascribed to chemistry in a broad sense, the present paper tries to dig our characteristic parts of chemistry that can be conceptually distinguished from interdisciplinary, applied, and specialized subfields of chemistry, and that may be called chemistry in a very narrow sense, or 'the chemical core of chemistry'. Unlike historical, ontological, and 'anti-reductive' approaches, I use a conceptual approach together with some methodological implications that allow to develop step by step a (...) kind of cognitive architecture for chemistry, which basically contains: (1) systematic chemical knowledge on the experimental level; (2) clarification of chemical species; (3) chemical classification systems; (4) theoretical foundation through the chemical theory of structural formulas. In a succeeding paper the results will be checked for resisting physicalistic reduction. (shrink)

Chemistry is a highly technical field that relies heavily on a range of symbolic and imagic formalisms. These formalisms conceptualize specific chemical knowledge into semiotic resources that are rarely used elsewhere in most other academic fields or contexts. To develop an understanding of semiosis in highly technical fields such as chemistry, key questions include what this range of formalisms do and why they occur. These are key questions not only for our understanding of semiosis, but also if we (...) wish to develop integrated literacy programs that can support students to marshal the multimodal discourse of chemistry. This paper explores these questions by examining how three key chemical formalisms organize their meaning: symbolic formalisms known as chemical formulas and chemical equations, and an imagic formalism known as structural formulas. Drawing on Systemic Functional Linguistics and using a corpus of formalisms from secondary school chemistry, these formalisms are explored in terms of their overarching grammatical organization and the content meanings they realize through the concept of “field.” This is used to compare and contrast each formalism in terms of a semiotic typology so as to understand how they work and what meanings they realize. By exploring chemical formalisms in this way, this paper establishes a means of seeing the similarities and differences in meaning-making across formalisms and explaining why different formalisms occur. This then begins to provide a base upon which applied programs can interpret the literacy needs of chemistry. (shrink)

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if (...) we expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. (shrink)

Since the introduction and widespread adoption of chemical herbicides, “weed management” has become almost synonymous with “herbicide management.” Over-reliance on herbicides and herbicide-resistant crops has given rise to herbicide resistant weeds. Integrated weed management (IWM) identifies three strategies for weed management— biological-cultural, chemical-technological, mechanical-physical—and recommends combining all three to mitigate herbicide resistance. However, adoption of IWM has stalled, and research to understand the adoption of IWM practices has focused on single stakeholder groups, especially farmers. In contrast, decisions about (...) weed management often occur within a social ecosystem where multiple stakeholder groups co-create knowledge and practices. To more holistically investigate perceptions and decision-making related to herbicide resistant weed management, we conducted 23 in-depth interviews in combination with Q methodology with farmers and public-/private-sector agricultural professionals in the state of Georgia (U.S.). Our investigation focused on the management of an increasingly herbicide resistant weed, Palmer amaranth, which enabled broader conversations about agricultural systems, farmer livelihoods, and sustainability. Factor and thematic analyses allowed us to identify and characterize two distinct typologies: one primarily valued agronomic efficiency and relied upon chemical-technological management practices, while the other valued diversifying weed management strategies as the pathway to agronomic and economic success. Typologies diverged substantially in attitudes toward the three weed management strategies, the role of technology, and systems management generally. These two viewpoints have implications for how we understand underlying stakeholder motivations and choices around weed management strategies, both of which are crucial in promoting and supporting farmer use of diverse, ecologically-sound, weed management strategies. (shrink)

This article investigates the question of how forensic toxicologists established the credibility of chemical analytical methods in poisoning lawsuits in the nineteenth century. After encountering the problem of laypersons in court, forensic toxicologists attempted to find strategies to make their evidence compelling to an untrained audience. Three of these strategies are discussed here: redundancy, standard methods, and intuitive comprehensibility. Whereas redundancy was not very practical and legally prescribed standard methods were not very popular with most forensic toxicologists, intuitive comprehensibility (...) proved effective and popular. This strategy relied on employing methods which did not require chemical knowledge to be understandable. The methods aimed to generate a visual aid and to be obvious in their results. Two forms of this strategy are discussed here: the presentation of the actual material and explicit comparison. I argue that this shift towards presenting forensic toxicology expertise as evident represents an important step in the history of forensic expertise. (shrink)

One of the consequences of the renewed interest in philosophical aspects of chemistry has been the corresponding renewed interest in the periodic system of the elements which embodies so much chemical knowledge in an implicit form.We have therefore decided to further promote scholarship on the periodic system by compiling a bibliography of previously published material. As the title of this article implies, we restrict ourselves to secondary sources. Readers interested in primary material can consult a number of useful (...) references for this purpose. These include the classical treatment on the History of the periodic system by van Spronsen as well as Mazurs’s compilation of over 700 forms of the periodic system. Mazurs also includes a detailed bibliography of articles and books in several different languages. Additional sources of primary articles which come to mind include David Knight’s Classics in the History of Chemistry, Carmen Giunta’s web pages for the history of chemistry and entries under individual scientists in the Dictionary of Scientific Biography. Turning to the present compilation we do not claim this to be a comprehensive list, since it partly reflects the interests of the senior author (E.R.S.), namely the relationship between the periodic system and quantum mechanics. For example, in addition to articles specifically on the periodic system we include a number of articles which deal with the related themes of electronic configurations of the elements. This bias also explains the disproportionate number of references to the work of the senior author.We have tried to include as many as possible of the articles on the periodic system which have appeared in the philosophy of science literature. These include Bensaude, Christie, Hettema and Kuipers, Kultgen, Lipton, Maher, Scerri, Shapere and Sundaram, among others. (shrink)

The entry of resonance into chemistry, or the reception of the theory of resonance in the chemical community, has drawn considerable attention from historians of science. In particular, they have noted Pauling's ¯amboyant yet effective style of exposition, which became a factor in the early popularity of the resonance theory in comparison to the molecular orbital theory, another way of applying quantum mechanics to chemical problems.$ To be sure, the non-mathematical presentation of the resonance theory by Pauling and (...) his collaborator, George Wheland, helped to facilitate the reception ; but this presentation was vulnerable to the confusion that arose among chemists owing to the similarity between resonance and tautomerism, or between foreign and indigenous concepts. The reception occurred at the expense of serious misunderstandings about resonance. This paper investigates the ways in which Pauling and Wheland taught, and taught about, the theory of resonance, especially their ways of coping with the difficulties of translating a quantum-mechanical concept into chemical language. Their different strategies for teaching resonance theory deserve a thorough examination, not only because the strategies had to do with their solutions of the philosophical question whether resonance is a real phenomenon or not, and whether the theory of resonance is a chemical theory or a mathematical method of approximation, but also because this examination will illuminate the role of chemical translators in the transmission of knowledge across disciplinary boundaries. (shrink)

Chemical elements are the bricks with which Chemistry is build. Their names had a history, but part of it is forgotten or barely known. In this article the forgotten, no more used, never used, and alternatively used names and symbols of the elements are reviewed, bringing to us some surprises and deeper knowledge about the richness of Chemistry. It should be stressed that chemical elements are important not only for chemists but for all people dealing with science. (...) As in any other aspect of our lives, we tend to better understand something by knowing his history. By knowing them we can have a deeply understanding of how science evolves and how it is influenced by our human aspects. (shrink)

This monograph offers a crisp, comprehensive summary of the discoveries to date in the field of pre-biological evolution. Supported by extensive references to recent research and quite technical in treatment, the work is comprehensible to any reader with a beginner's knowledge of organic chemistry because the author is careful to focus his discussion around three hypothetical stages of abiotic evolution. The author's argument that the histories of the universe, of the earth, of nature and of man form a continuous (...) evolutionary thread is persuasive, although admittedly an extrapolation based on his conviction in the uniformity of chemical function. The book provides an impressive glimpse into the scope, power and imagination of Soviet scientific research.—T. R. H. (shrink)

Traditionally the study of chemical elements has been limited to well-known concepts like the periodic properties and chemical families. However, current information shows a new and rich language that allows us to observe relations in the elements that are not limited to their positions in the table. These relations are evident when reactions are represented through networks, as in the case of similar reactivity of organic compounds sharing functional groups. For the past two decades, it has been argued (...) that network reactions may be considered the core of chemistry. This network, which constitutes the basic set of chemical knowledge, provides the basis for classification and delivers routes to obtain new and known substances. In order to provide an example, we constructed and analyzed a network of chemical elements from the formation of stoichiometric binary compounds, providing to the chemistry, a formal structure of extracting the chemical knowledge. Thus, we explored all possible presence of relationships among elements. Concepts like degree centrality and centralization, the relationships among metals, semimetal and nonmetal classes, blocks, and chemical families were analyzed. We observed that the network structure had a small core set of elements of high reactivity and also a peripheral set of elements of low reactivity. The classes, blocks and families show the following increasing order of reactivity: nonmetals > semimetals > metals; p > s > d > f; and families: boron, carbon, pnictogens, chalcogens, halogens, lanthanoids > other families. This example shows, from the network perspective, that the elements and their classifications exhibit properties such as the reactivity, order, and similarity. (shrink)

This paper investigates the emergence, in the second part of the 17th century, of a new body of experimental knowledge dealing with the chemical transformations of water taking place in plants. We call this body of experimental knowledge a “chemical history of vegetation.” We show that this chemical natural history originated, in terms of recipes and methods of investigation, in the works of Francis Bacon and that it was constructed in accordance with Bacon's precepts for (...) putting together natural and experimental histories. Our paper covers a wide array of experimental investigations, carried out by people with different backgrounds, theoretical assumptions, and metaphysical allegiances (Thomas Browne, Robert Sharrock, Robert Boyle, Nehemiah Grew, John Beale, and John Evelyn). We claim that, despite their differences, these naturalists had a lot in common. First, they treated plants as laboratories of chemical investigation. Second, they used the experiments with plants to develop tools, hypotheses, and operational concepts, which travelled from one naturalist to the other, even when their respective explanatory vocabularies were widely different. Third, we show that some of them also manifested an interest in defining and clarifying the limits and structure of this new body of experimental knowledge, displaying, thus, a certain disciplinary unity. (shrink)

From Knowledge to Wisdom argues that there is an urgent need, for both intellectual and humanitarian reasons, to bring about a revolution in science and the humanities. The outcome would be a kind of academic inquiry rationally devoted to helping humanity learn how to create a better world. Instead of giving priority to solving problems of knowledge, as at present, academia would devote itself to helping us solve our immense, current global problems – climate change, war, poverty, population (...) growth, pollution... of sea, earth and air, destruction of natural habitats and rapid extinction of species, injustice, tyranny, proliferation of armaments, conventional, chemical, biological and nuclear, depletion of natural resources. The basic intellectual aim of inquiry would be to seek and promote wisdom – wisdom being the capacity to realize what is of value in life for oneself and others, thus including knowledge and technological know-how, but much else besides. This second edition has been revised throughout, has additional material, a new introduction and three new chapters. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:382 HISTORY OF PHILOSOPHY the spiritual effort of all mankind. Many so-called historic events, he was convinced, will in the end be "as written in water," but the work of the human "spirit," however limited at any given time, is accumulative and helps prepare a better future. It seems fitting to close this review with the concluding words of high commendation addressed to him by the Argentinian Society of (...) Writers on the occasion of the appearance of the Theory of Man: "Se premia a un hombre, a una obra, a una conducta." (We are paying homage to a man, a work, a noble conduct.) COR~ELI~:S KRUS~ Wesleyan University The Knowledge o] Man. Selected Essays. By Martin Buber. Edited with an Introduction by Maurice Friedman. Translated by Maurice Friedman and Ronald Gregor Smith. (New York: Harper Torchbooks, The Cloister Library, TB 135H. Pp. 186. $1.45.) The present volume contains the English translations, previously published, of six anthropological essays of Martin Buber, which had appeared originally in German. They are: Distance and Relation (1950), Elements of the Interhuman (1954), What is Common to All (1956), The Word that is Spoken (1960), Guilt and Guilt Feelings (1957), Man and his Image-Work (1955). As an Appendix has been added the unpublished text of a discussion between the late Martin Buber and the psychologist Carl R. Rogers, in April 1957. An introductory Essay by Maurice S. Friedman intends to set these essays in the context of Buber's philosophy of dialogue and "to show their interrelations and their significance for other fields of thought" (p. 7). Both the Introductory Essay and the translated texts had been seen by Buber before going to the press. Broadly speaking, these essays concern the distinctive features of man, and the reality of the dazwischen (p. 12), translated as "there in-between," "the between" or "betweenness" (p. 107): between man and reality (art), and between man and man (the interhuman in dialogue, word and language, guilt and psychotherapy). No specific texts on religion and knowledge have been included in this collection, its purpose being to present Buber's "philosophical anthropology" (p. 7). One may speak of a synthesis of Buber's view of man, as it comes out in this volume. Man is constituting "a special category of being" (60), by being capable of entering into living relations; this happens in the sphere of "the between," in particular the interhuman, the unfolding of which is "the dialogicaI" (p. 75). Here the "spokenness" of the word has its place (p. 112), here are found the different forms of encounter from which the human "selves" emerge after "a bold swinging...into the life of the other" (p. 81) and making each other "present" through "imagining" the real in each other (p. 70). There is the permanent "temptation to... take refuge in the pseudo security of the world of It, the world of ordered objectivity and private subjectivity" (Friedman, p. 23). But there is also the "common world" (cosmos) as built by "common speech-with-meaning" (logos) (Friedman, p. 40); this is the world of the We (pp. 107-108). Buber dismisses the annihilation of the human person in the dream and sleep of the East (pp. 91-96), the "situationless" and "uncommunal" chemical holidays of Aldous Huxley (p. 100), the solipsism and panpsychism of C. G. Jung (p. 124-125) : by all of these "the pure duty and responsibility of waking togetherness" (p. 91) has been forsaken. Of particular interest are Friedman's pages concerning Buber's view of the unconscious (pp. 32-38): they replace an essay which Buber had intended to write on the subject. In this connection the essay on existential guilt to oneself and to others is illuminating ; this guilt is "as something of an ontic character" (p. 123), and only a--"for the man of our age" (p. 138)--difficult self-illumination can hereby give insight and open the door into "the identity of the human person as such with himself" (p. 147). Also, the discussion on psychotherapy should be mentioned, where Buber puts his finger on "this dialogue bounded by tragedy" (p. 174) in which "You are not equals and cannot... (shrink)

Scientists are rapidly mapping the chemical and physical pathways that constitute biological systems, making the complexity of processes such as inheritance, development, evolution, and even the origin of life increasingly tractable. Through genetics and neuroscience, biological understanding is now being extended deeply into the human sciences and has begun to transform our understanding of behavior, mind, culture, and values. The idea of a science-driven unity of knowledge has reemerged in several forms in both reductionist and nonreductionist frameworks. This (...) volume examines some of the extraordinary empirical discoveries that have caused a revival of this idea and presents theories from thinkers in a variety of disciplines, including E. O. Wilson, Eric Kandel, and Elaine Scarry. (shrink)

Scientific textbooks are often said to deliver a stereotyped kind of knowledge, which conceals rather than reveals the real making of science. They may, however, alternatively be regarded as of peculiar interest for historians of science. An over-mechanical application of the Kuhnian concepts of ‘scientific revolution’ and ‘normal science’ can lead to the neglect of the internal dynamics of ‘normal science’. Scientific textbooks may provide a better understanding of the process of normalization in science.

This Brief presents an historical investigation into the reaction between ferric ions and thiocyanate ions, which has been viewed in different ways throughout the last two centuries. Historically, the reaction was used in chemical analysis and to highlight the nature of chemical reactions, the laws of chemistry, models and theories of chemistry, chemical nomenclature, mathematics and data analysis, and instrumentation, which are important ingredients of what one might call the nature of chemistry. Using the history of the (...) iron thiocyanate reaction as a basis, the book’s main objective is to explore how chemistry develops its own knowledge base; how it assesses the reliability of that base; and how some important tools of the trade have been brought to bear on a chemical reaction to achieve understanding, a worthwhile goal of any historical investigation. (shrink)

We present a novel approach to represent ecological systems using reaction networks, and show how a particular framework called chemical organization theory sheds new light on the longstanding complexity–stability debate. Namely, COT provides a novel conceptual landscape plenty of analytic tools to explore the interplay between structure and stability of ecological systems. Given a large set of species and their interactions, COT identifies, in a computationally feasible way, each and every sub-collection of species that is closed and self-maintaining. These (...) sub-collections, called organizations, correspond to the groups of species that can survive together in the long-term. Thus, the set of organizations contains all the stable regimes that can possibly happen in the dynamics of the ecological system. From here, we propose to conceive the notion of stability from the properties of the organizations, and thus apply the vast knowledge on the stability of reaction networks to the complexity–stability debate. As an example of the potential of COT to introduce new mathematical tools, we show that the set of organizations can be equipped with suitable joint and meet operators, and that for certain ecological systems the organizational structure is a non-boolean lattice, providing in this way an unexpected connection between logico-algebraic structures, popular in the foundations of quantum theory, and ecology. (shrink)

In this book Colin Russell and his colleagues tread a somewhat difficult path between apologia for the British chemical industry and the historical account of its development. It is not an altogether comfortable journey, less from the point of view of maintaining balance between apologetics and critique, a difficulty of which the authors are clearly aware, than from the need to balance “general” history of the industry with the “environmental” theme. Looking first at the former, the book represents a (...) considerable achievement for the authors. They have marshaled a very wide array of technical and other information in order to offer largely narrative accounts of a wide range of industries. It is unlikely that this degree of expertise could be brought together in any other group, particularly since the death of W. A. Campbell. The broad canvas that they cover means that many of the themes and topics are skated over quite briefly. Nevertheless there is a good deal of technical detail and substantial, though rather less, social and human detail. I did find myself wondering who would read this study: it attempts to be all things to all people, but risks satisfying neither the specialist nor the general reader, if the latter person exists. Overall, however, the authors have fulfilled effectively what I take to have been their brief and can expect their book to become a standard reference work.I was less convinced by the environmental theme. The very self‐conscious evenhandedness of the authors grew wearisome—in fact I began to feel as if I was being talked down to in the final chapter. Surely a reader of this book does not need to be convinced that “modern life would be impossible without the methods and products of the chemical industry” . Similarly, there is little to be gained, in my opinion, from offering quasi‐moral judgments on the failures or otherwise of the chemical industry or from telling us in the manner of a school textbook that “chemists have endeavored to improve the quality of water supply” . Chemists, I suspect, have done what they were told and paid to do. We know that the chemical industry has been a polluter and has attempted to recycle its waste products for economic and political reasons. What is of interest are the technical and socioeconomic determinants of this. We get a good deal of the former but rather little of the latter. This is disappointing when one knows that one of the authors, Sarah Wilmott, has written a sophisticated analysis of one aspect of this question, particularly emphasizing how the industry employed chemical knowledge to reconfigure the notion and legal positioning of chemical pollution . Of course it would be asking a lot to extend this type of empirically grounded analysis across the divisions and issues associated with the chemical industry.This then is a worthy book of reference that brings together good technical and synoptic accounts of many aspects of the British chemical industry in one location. However, it employs a cautious—if one were being brutal one might say pedestrian—historiography, and I did not feel that it broke new historical or conceptual ground. But perhaps it was never intended to. (shrink)

Increasingly, it is accepted wisdom for agricultural scientists to get feedback from indigenous peoples—peasants—about new improved seeds and biotechnologies before their official release from the experiment station. What is not yet accepted wisdom is the importance of cognitive science to research on farmer decision making, especially of the type “Why don't they adopt.” In this paper, the impact of the cognitive revolution on models of farmer decision making is described, and decision making models before and after the cognitive revolution are (...) contrasted. An example of a decision model after the cognitive revolution is given by the Malawi farmer's decision whether to use chemical fertilizers or organic fertilizers or both. Results of testing the model show that in Malawi, smallholders' lack of capital and credit are more important factors constraining use of chemical fertilizers than are indigenous beliefs in organic fertilizers or fears of a future dependency on chemicals. (shrink)

When the Toxic Substances Control Act was passed by the US Congress in 1976, its advocates pointed to new generation of genotoxicity tests as a way to systematically screen chemicals for carcinogenicity. However, in the end, TSCA did not require any new testing of commercial chemicals, including these rapid laboratory screens. In addition, although the Environmental Protection Agency was to make public data about the health effects of industrial chemicals, companies routinely used the agency’s obligation to protect confidential business information (...) to prevent such disclosures. This paper traces the contested history of TSCA and its provisions for testing, from the circulation of the first draft bill in the Nixon administration through the debates over its implementation, which stretched into the Reagan administration. The paucity of publicly available health and environmental data concerning chemicals, I argue, was a by-product of the law and its execution, leading to a situation of institutionalized ignorance, the underside of regulatory knowledge. (shrink)

Well-known epistemologies of science have implications for how best to understand knowledge transfer (KT). Yet, to date, no serious attempt has been made explicate these particular implications. This paper infers views about KT from two popular epistemologies; what we characterize as incommensurabilitist views (after Devitt 2001; Bird 2002, 2008; Sankey and Hoyningen-Huene 2013) and voluntarist views (after van Fraassen 1984; Dupré 2001; Chakravartty 2015). We argue views of the former sort define the methodological, ontological, and social conditions under which (...) research operates within ‘different worlds’ (to use Kuhn’s expression), and entail that genuine KTs under those conditions should be difficult or even impossible. By contrast, more liberal voluntarist views recognize epistemological processes that allow for transfers across different sciences even under such conditions. After outlining these antithetical positions, we identify two kinds of KTs of two kinds present in well-known episodes in the history of ecology—specifically, successful model transfers from chemical kinetics and thermodynamics into areas of ecological research—which reveal significant limitations of incommensurabilitist views. We conclude by discussing how the selected examples support a pluralistic voluntarism regarding KT. (shrink)

Implicit in the theoretical chemical writings of Antoine Laurent Lavoisier is a theory of language that is not in complete harmony with the philosopher of language whom he takes as his explicit authority, Condillac. Lavoisier's reform of the nomenclature of chemistry leads to his dividing scientific language into two sets with different properties: a denotative artificial nomenclature and connotative natural language. This division supposedly permits knowledge to be stored in the nomenclature while the natural language retains the rhetorical (...) tools necessary for creative thought and argument. The consequences of this reform of scientific language are, however, the opposite of what Lavoisier had intended. (shrink)

In this book J. Allan Hobson offers a new understanding of altered states of consciousness based on knowledge of how our brain chemistry is balanced when we are...

The theme surrounding scientific discoveries is quite neglected in and about the sciences, especially in terms of historical and epistemological understanding. Discoveries are often treated as simple information about dates, places, and people. This work presents discussions centered on historical episodes related to chemical elements and the Periodic Law, based on reflections by Thomas Kuhn and Norwood Hanson, aiming to highlight and contextualize specific scientific discoveries' conceptual and epistemological structure. With that in mind, issues related to the inseparability of (...) the contexts of discovery and justification are recovered, along with the complex intrinsic structures of the genesis of scientific knowledge and distinct types and categories of scientific discoveries. (shrink)

In Value and Context Alan Thomas articulates and defends the view that human beings do possess moral and political knowledge but it is historically and culturally contextual knowledge in ways that, say, mathematical or chemical knowledge is not. In his exposition of "cognitive contextualism" in ethics and politics he makes wide-ranging use of contemporary work in epistemology, moral philosophy, and political theory.

This article explores the activities of the Society of Apothecaries and its members following the foundation of a laboratory for manufacturing chemical medicines in 1672. In response to political pressures, the guild created an institutional framework for production which in time served its members both functionally and financially and established a physical site within which the endorsement of practical knowledge could take place. Demand from state and institutional customers for drugs produced under corporate oversight affirmed and supported the (...) society's trading role, with chemical and pharmaceutical knowledge utilized to fulfil collective and individual goals. The society benefited from the mercantile interests, political connections and practical expertise of its members, with contributions to its trading activities part of a much wider participation in London's medical, scientific and commercial milieu. Yet, as apothecaries became increasingly engaged in the practice of medicine rather than the preparation and sale of drugs, the society struggled to reconcile the changing priorities of those it represented, and tensions emerged between its corporate and commercial activities. (shrink)

This chapter contains sections titled: Introduction What is Chemistry about? Is Chemistry Reducible to Physics? Are There Fundamental Limits to Chemical Knowledge? Is Chemical Research Ethically Neutral? Conclusion References.

What did nineteenth-century chemists know? This essay uses Emil Fischer’s classic study of the sugars in 1880s and 90s Germany to argue that chemists’ knowledge was not primarily vested in the theories of valence, structure, and stereochemistry that have been the subject of so much historical and philosophical analysis of chemistry in this period. Nor can chemistry be reduced to a merely manipulative exercise requiring little or no intellectual input. Examining what chemists themselves termed the “art of chemical (...) experimentation” reveals chemical practice as inseparable from its cognitive component, and it explains how chemists integrated theory with experiment through reason. (shrink)

In 2002 the American Chemical Society (ACS) asked its members to submit proposals for the "ten most beautiful experiments in chemistry" (C&EN, Nov. 18, 2002, p. 5) and then proudly published the result of the vote in its Chemical and Engineering News magazine (C&EN, Aug. 25, 2003, pp. 27-30). Democratic as the procedure is, it avoids asking critical questions: What is an experiment? What is beauty? What is chemistry? In fact, you need not be able to give an (...) answer to these questions in order to vote. We could even imagine none of the voters being able to answer any of the questions in explicit terms. And yet, the members of the society might correctly consider the result valid, not only with regard to the top ten list but also regarding its implicit definitions of what ‘experiment’, ‘beauty’, and ‘chemistry’ means. The result thus reflects the tacit knowledge and the unquestioned feelings of the majority, as they have previously been trained to respond to such unusual questions, and helps newcomers to acculturate easily. However, such implicit consensus definitions and assessments are neither binding for non-members, nor suitable for explicit debates. Prompted by the questions of what a beautiful experiment in chemistry is, you might repeat the top ten list you have learnt by heart, but otherwise remain silent. (shrink)

This paper explores how a set of observations on the weight of lead were interpreted and assessed between the 1540s and the 1630s across three different interconnecting disciplines: medicine, mineralogy and chemistry. The epistemic import of these discussions will be demonstrated by showing: 1) the changing role and articulation of experience and quantification in the investigation of metals; and 2) the notions associated with weight in different disciplinary frameworks. In medicine and mineralogy, weight was not considered as a specific subject (...) of inquiry in itself, but as a “sign” indicating other relevant properties of metals. In contrast, the chemistry tradition was increasingly concerned with the specific investigation of weight as a property of matter, as seen in the debates that took place in the “chemical revolution.” In addition, this study will reveal the versatility, polysemy, and parallel purposes of the recourse to experiential knowledge in different contexts, where the same “facts” operate within different disciplines. (shrink)

Starting from the conceptual premises of Garrod, who as long ago as 1902 spoke of chemical individuality, and of Burnet (1949), who recognized as self one's own molecular antigenic structures (as opposed to the antigenic alien: the non- self), the discovery and understanding of HLA antigens and of their extraordinarily individual and differentiated polymorphisms have gained universal recognition. Transplant medicine has now dramatically stressed, within man's knowledge of himself, the characteristic of his biological uniqueness. Today man, having become (...) aware of being a biological antigenic-molecular individuality which is unique and different from that of all of his fellow men (except for monozygotic twins), can therefore easily consider himself a true biological Ego. (shrink)

The 2016 Royal Society of Chemistry’s report Future of the Chemical Sciences presents four different scenarios for the future of chemistry: chemistry saves the world; push-button chemistry; a world without chemists; and free market chemistry. In this paper we ethically assess them. If chemistry is to solve many of the greatest challenges facing the contemporary world, prioritization of research topics will need to be done explicitly on the basis of moral values, ​​such as solidarity and equity, but also environmental (...) justice, which will have to be central in determining a research agenda for chemistry. The decentralization of chemistry will also present ethical challenges to the research standards established by the scientific community. Ethical education in chemistry may help counteract these risks. We also argue that if chemistry and its subdisciplines are to fulfil their goal of generating knowledge and helping us solve the great challenges of the contemporary world, then it is ethically imperative that scientists from different disciplines be more open to interdisciplinary work. Finally, if the future of chemistry is in free market forms, then it is necessary that we pay more attention to the possible risks that this model has. We call attention to two: first, it is likely that problems that affect the lowest income countries or the most disadvantaged sectors of society, who do not have the means to pay for some of the goods and services, will not be addressed; second, the free market tends to foster unsustainable forms of development. (shrink)

Summary This paper presents a case study that contributes to the current debate among historians of chemistry concerning the role and influence of pedagogy in science. Recently, Bernadette Bensaude-Vincent and her colleagues concluded that in nineteenth-century France, ?textbooks played an important role in discipline building and in creating theories?.1 Developing this idea further, this paper examines the dissemination of knowledge through face-to-face chemical lectures, showing that the influence of pedagogical strategy on theoretical content of the science is far (...) from negligible. The pedagogy of William Cullen was essentially responsible for the prevalence of the doctrine of affinity in British chemistry from the 1760s onwards. Cullen used his affinity theory as a pedagogical tool that to a large extent defined his discipline, and the pedagogical pyramid that he headed similarly ensured that the doctrine would remain at the heart of British chemistry. From a pedagogical tool, the doctrine of affinity was transformed over time into a chemical tool, offering British chemists a disciplinary common ground that both set and reinforced the boundaries to their discipline. 1A. Garcia-Belmar, B. Bensaude-Vincent and J.R. Bertomeu-Sánchez, ?The Power of Didactic Writings: French Chemistry Textbooks of the Nineteenth Century?, in Pedagogy and the Practice of Science: Historical and Contemporary Perspectives, edited by D. Kaiser (Cambridge, MA, 2005), 243. (shrink)

In recent decades, the Organisation for Economic Co-operation and Development has become a powerful forum for trade liberalization and regulatory harmonization. OECD members have worked to reconcile divergent national regulatory approaches, applying a single framework across sovereign states, in effect determining whose knowledge-making practices would guide regulatory action throughout the industrialized world. Focusing on US regulators, industry associations, and environmental groups, this article explores the participatory politics of OECD chemical regulation harmonization in the late 1970s to early 1980s. (...) These efforts were conditioned by differential institutional access and resources among stakeholders who sought to shape regulatory knowledge rules. Facing competing European and US approaches to chemical data—a minimum “base set” of test data versus case-by-case determinations—OECD members chose the European approach in 1980. However, US regulatory politics shifted with the election of President Reagan, prompting industry associations to lobby the US government to block the agreement. Examining the micropolitics of these standards in the making, I demonstrate that while long-term structures advantaged industrial actors, ideological alignment with the US government precipitated their decisive influence. The case illustrates the importance of attending to the distinctive politics of international harmonization and the effects on transnational knowledge-making and regulatory intervention. (shrink)

This article explores the influence of textual structures on the acquisition of knowledge in popularization discourses related to biopesticides. Following a terminological insight into the linguistic and cognitive complexities of the notion, we proceed to a semantic analysis of press articles in major Anglo-Saxon newspapers, focusing on the explanation strategies used by the media to simplify their presentation. We show that in the mediation process, biopesticides are systematically described as being environmentally friendly, and opposed to chemical pesticides, consistently (...) shown to be detrimental to the environment. We hypothesize that this simplistic binary framing is exploited by journalists as it is easy to understand in a context of agroecological transition and commonly shared distrust for chemical pesticides. In that respect, it proves to be adequate for purposes of explanation and simplification. However, by outlining this discursive process based on duality, we aim to draw attention to the potential misconceptions of plant protection issues in general, and biopesticides in particular. We ultimately demonstrate that when adopting other perspectives, this dual framing proves to be inadequate for the construction of knowledge by any non-expert press reader. (shrink)

If chemistry is to be taught successfully, teachers must have a good subject matter knowledge (SK) of the ideas with which they are dealing, the nature of this falling within the orbit of philosophy of chemistry. They must also have a good pedagogic content knowledge (PCK), the ability to communicate SK to students, the nature of this falling within the philosophy and psychology of chemical education. Taking the case of models and modelling, important themes in the philosophy (...) of chemistry, an interview-based study was conducted into the SK and PCK of a sample of teachers in Brazil. This paper focuses on the results of the university chemistry teacher sub-sample in that enquiry, analyses their SK and PCK, and speculates on the implications of this for the education of school teachers. Finally, it suggests approaches to the professional development of university chemistry teachers that place an emphasis on the philosophy of chemistry. (shrink)

Determination of the structure of the nucleic acids involved inter alia identification of the ring atom of the purines to which ribose or deoxyribose was attached. This in turn depended on knowledge of the ring atoms that could be so substituted and hence that were bonded to replaceable hydrogens. In 1897 E. Fischer adopted a convention of depicting this hydrogen at position 7 of the purine ring, although he was aware that it was equally correct to depict it at (...) position 9. Many later workers apparently came to believe that the 7H structure was more than just a convention, and considered that the sugar was attached solely at position 7 and could not be attached to position 9. When evidence was presented in 1933 that the sugar was in fact attached to position 9, the force of this convention apparently was so strong that many were reluctant to accept this evidence. More than 20 years was required for complete acceptance of the new view, and Fischer's convention was still being used in other contexts until at least 1967. (shrink)

Most of the recent work in chaos theory has been the development of data analysis tools for analyzing chaotic data. It is based upon the results of the application of these tools that many researchers have made claims that such phenomena as heartbeats, planetary orbits, and chemical reactions are chaotic. ;The first part of my dissertation is concerned with investigating the standard methods that are used to determine whether a system is chaotic, and the requirements of these methods. I (...) begin by explaining chaos theory, and providing a generally accepted definition of chaos. I then explain the current methods that have been developed for experimentally studying chaotic systems. With this in mind, I turn to a more theoretical investigation of the reliability of these methods. Within the framework of formal learning theory, I discuss the conditions under which a scientist can reliably determine whether a system is chaotic. ;Generalizing this problem leads to the philosophical center of my dissertation: an investigation that relates how the conceptions of reliability of the scientists who work with chaos theory fit into a larger philosophical picture of reliable knowledge, and whether and in what sense or senses scientists are justified in their beliefs that particular systems are chaotic. ;I argue that Alvin Goldman is correct in a general sense; cashing out "justified" as "produced by a process that reliably produces true beliefs" captures a very strong intuition about knowledge and justification. I also argue that defining reliability, as Goldman does, in terms of "truth-ratios" does not capture our intuitions about reliability, and is often ill-defined. Instead, we need to define a reliable process as one which does one of two things: either the process always produces true beliefs, or the process gives specific conditions under which it will fail to produce true beliefs. ;Finally, I return to the discussion of a particular instance of scientific knowledge, the knowledge that a system is chaotic. I argue that, under my conception of reliabilism, and under certain conditions, scientists are in fact justified in their beliefs that particular dynamical systems in nature are chaotic. (shrink)

The appearance of Priestley's electrical work as a brief and irrelevant prelude to his more substantial chemical enquiries may explain why it has been strangely overlooked by historians of science. It was only fairly recently that Sir Philip Hartog sought to rectify this situation with the affirmation that ‘Priestley's electrical work offers the key to Priestley's scientific mind’. Attacking traditional chemical historiography for tracing Priestley's opposition to Lavoisier's theory to a deficiency in his scientific sensibilities, Hartog insisted that (...) Priestley's natural philosophy can properly be understood only in relation to his ‘profound convictions on scientific method’ as fully expressed in the History of electricity. Only thus would Priestley's scientific thought be related correctly to his ‘work as a whole’. (shrink)

The thirteen original essays in this book examine the status and development of the sciences in the eighteenth century. The last generation has seen a revolution in the methodology adopted by historians of science: The development of science is no longer described as a steady progress towards truth - certainties have given way to questions. The essays in this volume scrutinize these changing perspectives in historiography and recommend paths for future study. The eighteenth century has been a neglected and much-misunderstood (...) era in the development of science, all too often viewed as something of a trough between the towering achievements of the 'Scientific Revolution' and the nineteenth century. Yet it was a period of notable developments; it saw the establishment of such fields as electricity and heat, the 'chemical revolution', the new science of gases, the isolation of oxygen, the nebular hypothesis in cosmology, the foundation of rational mechanics, and the birth pangs of biology, geology and psychology. It was, indeed, an age when knowledge was in ferment. (shrink)

Explanations of the growth of scientific knowledge can be characterized in terms of logical, cognitive, and social schemas. But cognitive and social schemas are complementary rather than competitive, and purely social explanations of scientific change are as inadequate as purely cognitive explanations. For example, cognitive explanations of the chemical revolution must be supplemented by and combined with social explanations, and social explanations of the rise of the mechanical world view must be supplemented by and combined with cognitive explanations. (...) Rational appraisal of cognitive and social strategies for improving knowledge should appreciate the interdependence of mind and society. (shrink)