I analyse conceptual change and conceptual engineering in the special case of colour concepts. The case raises the prospects of conceptual engineering because a precise standard for measuring the amelioration of the structure of concepts is available. On the other hand, the study highlights the problems with controlling conceptual engineering pointed out by Cappelen. I argue that in the case of conceptual change of colour concepts varying degrees of optimization, design and control are (...) possible. I submit that this observation can be generalized to other classes of concepts. As a result, the scope of conceptual engineering is reduced considerably; conceptual engineering appears as a limit case of conceptual change. (shrink)

In this book, David Stump traces alternative conceptions of the a priori in the philosophy of science and defends a unique position in the current debates over conceptual change and the constitutive elements in science. Stump emphasizes the unique epistemological status of the constitutive elements of scientific theories, constitutive elements being the necessary preconditions that must be assumed in order to conduct a particular scientific inquiry. These constitutive elements, such as logic, mathematics, and even some fundamental laws of (...) nature, were once taken to be a priori knowledge but can change, thus leading to a dynamic or relative a priori. Stump critically examines developments in thinking about constitutive elements in science as a priori knowledge, from Kant’s fixed and absolute a priori to Quine’s holistic empiricism. By examining the relationship between conceptual change and the epistemological status of constitutive elements in science, Stump puts forward an argument that scientific revolutions can be explained and relativism can be avoided without resorting to universals or absolutes. (shrink)

There is substantial evidence that traditional instructional methods have not been successful in helping students to restructure their commonsense conceptions and learn the conceptual structures of scientific theories. This paper argues that the nature of the changes and the kinds of reasoning required in a major conceptual restructuring of a representation of a domain are fundamentally the same in the discovery and in the learning processes. Understanding conceptual change as it occurs in science and in learning (...) science will require the development of a common cognitive model of conceptual change. The historical construction of an inertial representation of motion is examined and the potential instructional implications of the case are explored. (shrink)

Much of the attention of philosophy of science, history of science, and psychology in the twentieth century has focused on the nature of conceptual change. Conceptual change in science has occupied pride of place in these disciplines, as either the subject of inquiry or the source of ideas about the nature of conceptual change in other domains. There have been numerous conceptual changes in the history of science, some more radical than others. One (...) of the most radical was the chemical revolution. In the seventeenth century, chemists believed that the processes of combustion and calcination involved the absorption or release of a substance called phlogiston. On this theory, when an ore is heated with charcoal, it absorbs phlogiston to produce a metal; when a metal is burned, it releases phlogiston and leaves behind a residue, or calx. The concept of phlogiston derived from a quite complex Aristotelian/medieval structure that included three concepts central to chemical theory: sulphur, the principle of inflammability; mercury, the principle of fluidity; and salt, the principle of inertness. All material substances were believed to contain these three principles in the form of earths. The phlogiston theory held that in combustion, the sulphurous earth (phlogiston) returns to the substance from which it escaped during some earlier burning process in its history, and that in calcination the process is reversed. However, chemists also knew that a calx is heavier than the metal from which it was derived. So, the theory implies that phlogiston has a negative weight, or a positive lightness. This did not present a problem, though, because it was compatible with the Aristotelian elements of fire and air (the others being earth and water), which were not attracted towards the center of the earth. The development of the oxygen theory of combustion and calcination by Lavoisier in the late eighteenth century has been called the chemical revolution because it required replacing the whole conceptual structure with, for example, different concepts of substance and element and new concepts of oxygen and caloric. In the new system, it was no longer possible to believe in the existence of substances with negative weight. According to the oxygen theory, oxygen gas is released in combustion and absorbed in calcination. Thus calx is metal (substance) plus oxygen, rather than metal minus phlogiston. The concept of phlogiston was eliminated from the chemical lexicon. The reconceptualization of chemical phenomena that took place in the chemical revolution made possible the atomic theory of matter, which, as we know, posits quite different constituents of material substances from the principles central to the earlier conceptual structure. Just what constitutes conceptual change, how it relates to theory change, and how it relates to changes in belief continues to be a subject of much debate. Clearly, though, as the preceding example demonstrates, the three are significantly interrelated. (shrink)

The 1981 Dahlem conference was a catalyst for contemporary evolutionary developmental biology (Evo-devo). This introductory chapter rehearses some of the details of the history surrounding the original conference and its associated edited volume, explicates the philosophical problem of conceptual change that provided the rationale for a workshop devoted to evaluating the epistemic revisions and transformations that occurred in the interim, explores conceptual change with respect to the concept of evolutionary novelty, and highlights some of the themes (...) and patterns in the different contributions to the present volume, Conceptual Change in Biology: Scientific and Philosophical Perspectives on Evolution and Development. (shrink)

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative (...) view of conceptual change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies. (shrink)

Inquiry-based learning has the potential to foster conceptual change, but whether it can induce an advancement in strategy use is not yet known. Such an advancement seems plausible, because conceptual change can be reflected in the use of new strategies. Whether inquiry-based learning leads to advancement in strategy use can be tested with strategy-based tests, such as the balance beam test. Distinct strategies have been proposed and identified for this test. Therefore, the present study compared response (...) patterns on the balance beam test before and after an inquiry-based lesson. The experimental condition completed a digital inquiry-based lesson about the balance beam ( n = 113), and the control condition completed a similar inquiry-based lesson but investigated a different topic ( n = 44). The participants were aged 8–13 years old and were unfamiliar with the law of moments. The balance beam test (pretest and posttest) consisted of 25 items. Overall accuracy in solving balance beam problems improved after the inquiry-based lesson in the balance beam (BB) condition but not in the control condition. Classes, identified with latent transition analysis (LTA), appeared to be globally in line with previously identified strategies in the balance beam test. Condition was entered as a covariate in the LTA to identify which changes in strategy use could be attributed to the experimental intervention. First, changes from pretest to posttest were found, which supported that a change in strategy use occurred in some children. Second, there were more improvements in the BB condition, and these improvements indicated larger gains compared to the control condition. This means that in science education, it is important to map out prior knowledge and its effect on learning paths. Overall, results suggested that conceptual change could be measured as a change in strategy use and modeled with LTA to reveal that 26% of the children showed conceptual change after a single inquiry-based lesson. (shrink)

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2–5 found that 2–45 min of physical–chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts, also increased climate-change acceptance—across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance. These readily available attitudinal and conceptual changes through scientific information disconfirm what we term “stasis theory”—which some researchers and (...) many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people about climate science may be largely futile or even counterproductive—a view that appears historically naïve, suffers from range restrictions, and/or misinterprets some polarization and correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org—a website designed to directly enhance public “climate-change cognition.”. (shrink)

In this article, I will use the frame-model to analyze different kinds of concept change. Mainly, I will use frames to distinguish between what I will call inter-conceptual change and intra-conceptual change as well as between conceptual structure change and conceptual content change. Further, I will introduce the notion of conceptual enrichment as opposed to conceptual change. To achieve these goals, I will expand the frame-model where necessary and (...) exemplify the proposed extensions by means of a frame-based analysis of John L. Austin’s distinction between constative and performative utterances. (shrink)

I argue that Sarah Sawyer's and Herman Cappelen's recent accounts of how speakers talk and think about the same concept or topic even when their understandings of that concept or topic substantially diverge risk multiplying our metasemantic categories unnecessarily and fail to prove explanatory. When we look more closely at our actual practices of samesaying, we find that speakers with seemingly incompatible formulations of a subject matter take one another to samesay when they are attempting to arrive at a correct (...) understanding of that subject matter. These speakers adopt what I call a prospective externalist perspective on the subject matter in question. I then argue that there are contexts where judgments of samesaying are more routinely defeated because speakers are taking up a perspective I call retrospective internalism. From this perspective, speakers are aiming to render maximally intelligible the linguistic behavior of other speakers that appear to them to deviate from their own. Whether or not we count speakers as samesaying with us will therefore depend on the kind of the perspective we adopt. Different perspectives, it will turn out, often yield different verdicts. On my perspective-based approach, there is no need to hypostatize or inflate our metasemantic taxonomies. (shrink)

Historians and philosophers of science have, in recent decades, offered evidence in support of several influential models of conceptual change in science. These models have often drawn on and in turn driven research on conceptual change in childhood and in science education. This nexus of reciprocal influences is held together by several largely unexamined analogies and by several assumptions concerning analogy itself. In this chapter, we aim to shed some light on these hidden premises and subject (...) them to critical scrutiny. Our critical survey suggests the following hypothesis: conceptual change in both childhood and science is driven by the epistemic subject’s quest for coherence. (shrink)

The pragmatist faces the challenge of accounting for the possibility of rational conceptual change. Some pragmatists have tried to meet this challenge by appealing to Neurathian imagery—imagery that risks being too figurative to be helpful. I argue that we can develop a clearer view of what rationally constrained conceptual revision looks like for the pragmatist. I do so by examining the work of the pragmatist who in recent years has addressed this issue most directly, Richard Rorty. His (...) attempts to solve the puzzle ultimately fall short, but prove instructive. Rorty characterizes inter-language transitions in exclusively causal terms because, along with the very philosophical traditions he criticizes, he uncritically privileges the role of truth claims or assertions in our pragmatics. I show that if we instead broaden our pragmatic imaginations, we encounter various non-assertoric speech acts involved in speakers aiming to change how we make sense of our language and concepts. With these acts in view, we are able to arrive at a demystified view of rational conceptual change from a pragmatist perspective and identify future lines of inquiry for pragmatist projects. (shrink)

This volume explores questions about conceptual change from both scientific and philosophical viewpoints by analyzing the recent history of evolutionary developmental biology. It features revised papers that originated from the workshop "Conceptual Change in Biological Science: Evolutionary Developmental Biology, 1981-2011" held at the Max Planck Institute for the History of Science in Berlin in July 2010. The Preface has been written by Ron Amundson. In these papers, philosophers and biologists compare and contrast key concepts in evolutionary (...) developmental biology and their development since the original, seminal Dahlem conference on evolution and development held in Berlin in 1981. Many of the original scientific participants from the 1981 conference are also contributors to this new volume and, in conjunction with other expert biologists and philosophers specializing on these topics, provide an authoritative, comprehensive view on the subject. Taken together, the papers supply novel perspectives on how and why the conceptual landscape has shifted and stabilized in particular ways, yielding insights into the dynamic epistemic changes that have occurred over the past three decades. This volume will appeal to philosophers of biology studying conceptual change, evolutionary developmental biologists focused on comprehending the genesis of their field and evaluating its future directions, and historians of biology examining this period when the intersection of evolution and development rose again to prominence in biological science. (shrink)

I focus on the concept of the receptive field of a sensory neuron, taking it as a prominent case to address conceptual change in the history of neuroscience. I argue for an interpretation of its ro...

The determining role that tool development plays in neuroscientific progress poses special challenges to the Kuhnian-rooted philosophy of scientific change. Some philosophers of neuroscience argue that revolutions in neuroscience do not involve paradigm shifts, but instead depend exclusively on technical or experimental innovation. By studying the historical episode of the discovery of the neuron (1873-1909), I argue that revolutions in neuroscience, like many other laboratory revolutions, are frequently driven by the intertwining of technical innovations and conceptual change.

Although mind-brain identity remains controversial, many other identities of ordinary things with scientific ones are well established. For example, air is a mixture of gases, water is H2O, and fire is rapid oxidation. This paper examines the history of 15 important identifications: air, blood, cloud, earth, electricity, fire, gold, heat, light, lightning, magnetism, salt, star, thunder, and water. This examination yields surprising conclusions about the nature of justification, explanation, and conceptual change.

Biology is the study of life, psychology is the study of mind, and medicine is the investigation of the causes and treatments of disease. This chapter describes how the central concepts of life, mind, and disease have undergone fundamental changes in the past 150 years or so. There has been a progression from theological, to qualitative, to mechanistic explanations of the nature of life, mind and disease. This progression has involved both theoretical change, as new theories with greater explanatory (...) power replaced older ones, and emotional change as the new theories brought reorientation of attitudes toward the nature of life, mind, and disease. After a brief comparison of theological, qualitative, and mechanistic explanations, I will describe how shifts from one kind of explanation to another have carried with them dramatic kinds of conceptual change in the key concepts in the life sciences. Three generalizations follow about the nature of conceptual change in the history of science: there has been a shift from conceptualizations in terms of simple properties to ones in terms of complex relations; conceptual change is theory change; and conceptual change is often emotional as well as cognitive. The contention that historical development proceeds in three stages originated with the nineteenth-century French philosophers, Auguste Comte, who claimed that November 9, 2006 human intellectual development progresses from a theological to a “metaphysical” stage to a “positive” (scientific) stage (Comte, 1988). The stages I have in mind are different from Comte’s, so let me say what they involve. By the theological stage I mean systems of thought in which the primary explanatory entities are supernatural ones beyond the reach of science, such as gods, devils, angels, spirits, and souls. For example, the concept of fire was initially theological, as in the Greek myth of Prometheus receiving fire from the gods.. (shrink)

This paper investigates the emergence of conformational analysis in organic chemistry as a case of conceptual change in science. In this case, the mechanism of conceptual change is identified as the emergence of a new exemplar. This new exemplar was made possible because of the identification of a distinctive chemical structure to which ‘foothold’ concepts were applicable. These concepts facilitated both clear explanation in the particular case, and the analogical extension of the conceptual innovation throughout (...) the discipline. The case suggests a cognitive explanation for the importance of exemplars to scientific content. (shrink)

It is a necessary condition for recognising change that there is a yardstick against which the change can be perceived. The same applies to changes that philosophical concepts undergo. This paper delineates standards for recognising conceptual change that meet the requirements of conscientious history of philosophy. More particularly, we want to argue for the need of what we will call non-textual standards. These are features of the world of experience that must be assumed to be shared (...) between us and the historical authors we study. While they must be used in tandem with the recognised contextual standards of conceptual change, we will argue that without recourse to at least some non-textual standards, important kinds of conceptual change will remain inexplicable. (shrink)

There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children (...) have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically. (shrink)

During Hallowe'en of 1970, the Department of Philosophy of the Univer sity of Western Ontario held its annual fall colloquium at London, On tario. The general topic of the sessions that year was conceptual change. The thirteen papers composing this volume stem more or less directly from those meetings; six of them are printed here virtually as delivered, while the remaining seven were subsequently written by invitation. The programme of the colloquium was to have consisted of major papers (...) delivered by Professors Wilfrid Sellars, Stephan Korner, Paul Ziff and Hilary Putnam, with shorter commentary thereupon by Professors Robert Binkley, Joseph Ullian, Jerry Fodor and Robert Barrett, respec tively. And that is the way it happened, with one important exception: at the eleventh hour, Sellars and Binkley exchanged roles. This gave Binkley the rather unusual and challenging task of providing a suitable Sellarsian answer to a question not of his own asking - for Binkley's paper was written under Sellars' original title. Sellars' own contribution to the vo lume is perhaps more nearly what he would have presented as main speaker than a direct response to Binkley. However, it has seemed best, on balance, to attempt no further stylistic accommodation of the one paper to the other; their mutual philosophical relevance will be evident in any case. The editors would here like to extend special thanks to both Sellars and Binkley for their extraordinary efforts under the circumstances. (shrink)

In this paper we attempt to identify which peer collaboration characteristics may be accountable for conceptual change through interaction. We focus on different socio‐cognitive aspects of the peer dialog and relate these with learning gains on the dyadic as well as the individual level. The scientific topic that was used for this study concerns natural selection, a topic for which students’ intuitive conceptions have been shown to be particularly robust. Learning tasks were designed according to the socio‐cognitive conflict (...) instructional paradigm. After receiving a short instructional intervention on natural selection, paired students were asked to collaboratively construct explanations for certain evolutionary phenomena while engaging in dialectical argumentation. Two quantitative coding schemes were developed, each with a different granularity. The first assessed discrete dialog moves that pertained to dialectical argumentation and to consensual explanation development. The second scheme characterized the dialog as a whole on a number of socio‐cognitive dimensions. Results from analyses on the dyadic as well as the individual level revealed that the engagement in dialectical argumentation predicted conceptual learning gains, whereas consensual explanation development did not. These findings open up new venues for research on the mechanisms of learning in and from peer collaboration. (shrink)

This paper is an investigation of the degree of incommensurability between Western scientific medicine and traditional Chinese medicine, focusing on the practice and theory of acupuncture. We describe the structure of traditional Chinese medicine, oriented around such concepts as yin, yang, qi, and xing, and discuss how the conceptual and explanatory differences between Western medicine and traditional Chinese medicine generate impediments to their comparison and evaluation. We argue that the linguistic, conceptual, ontological, and explanatory impediments can to a (...) large extent be overcome, and conclude that the dramatic differences between Western and traditional Chinese medicine do not provide insurmountable barriers to rational evaluation of acupuncture. We conclude with a discussion of the intentional and emotional aspects of conceptual change. (shrink)

This thesis focuses on models of conceptual change in science and philosophy. In particular, I developed a new bootstrapping methodology for studying conceptual change, centered around the formalization of several popular models of conceptual change and the collective assessment of their improved formal versions via nine evaluative dimensions. Among the models of conceptual change treated in the thesis are Carnap’s explication, Lakatos’ concept-stretching, Toulmin’s conceptual populations, Waismann’s open texture, Mark Wilson’s patches (...) and facades, Sneed’s structuralism, and Paul Thagard’s conceptual revolutions. -/- In order to analyze and compare the conception of conceptual change provided by these different models, I rely on several historical reconstructions of episodes of scientific conceptual change. The historical episodes of scientific change that figure in this work include the emergence of the morphological concept of fish in biological taxonomies, the development of scientific conceptions of temperature, the Church-Turing thesis and related axiomatizations of effective calculability, the history of the concept of polyhedron in 17th and 18th century mathematics, Hamilton’s invention of the quaternions, the history of the pre-abstract group concepts in 18th and 19th century mathematics, the expansion of Newtonian mechanics to viscous fluids forces phenomena, and the chemical revolution. I will also present five different formal and informal improvements of four specific models of conceptual change. I will first present two different improvements of Carnapian explication, a formal and an informal one. My informal improvement of Carnapian explication will consist of a more fine-grained version of the procedure that adds an intermediate, third step to the two steps of Carnapian explication. I will show how this novel three-step version of explication is more suitable than its traditional two-step relative to handle complex cases of explications. My second, formal improvement of Carnapian explication will be a full explication of the concept of explication itself within the theory of conceptual spaces. By virtue of this formal improvement, the whole procedure of explication together with its application procedures and its pragmatic desiderata will be reconceptualized as a precise procedure involving topological and geometrical constraints inside the theory of conceptual spaces. My third improved model of conceptual change will consist of a formal explication of Darwinian models of conceptual change that will make vast use of Godfrey-Smith’s population-based Darwinism for targeting explicitly mathematical conceptual change. My fourth improvement will be dedicated instead to Wilson’s indeterminate model of conceptual change. I will show how Wilson’s very informal framework can be explicated within a modified version of the structuralist model-theoretic reconstructions of scientific theories. Finally, the fifth improved model of conceptual change will be a belief-revision-like logical framework that reconstructs Thagard’s model of conceptual revolution as specific revision and contraction operations that work on conceptual structures. -/- At the end of this work, a general conception of conceptual change in science and philosophy emerges, thanks to the combined action of the three layers of my methodology. This conception takes conceptual change to be a multi-faceted phenomenon centered around the dynamics of groups of concepts. According to this conception, concepts are best reconstructed as plastic and inter-subjective entities equipped with a non-trivial internal structure and subject to a certain degree of localized holism. Furthermore, conceptual dynamics can be judged from a weakly normative perspective, bound to be dependent on shared values and goals. Conceptual change is then best understood, according to this conception, as a ubiquitous phenomenon underlying all of our intellectual activities, from science to ordinary linguistic practices. As such, conceptual change does not pose any particular problem to value-laden notions of scientific progress, objectivity, and realism. At the same time, this conception prompts all our concept-driven intellectual activities, including philosophical and metaphilosophical reflections, to take into serious consideration the phenomenon of conceptual change. An important consequence of this conception, and of the analysis that generated it, is in fact that an adequate understanding of the dynamics of philosophical concepts is a prerequisite for analytic philosophy to develop a realistic and non-idealized depiction of itself and its activities. (shrink)

One of our more fundamental beliefs is that causal chains are continuous in time: we believe that every influence from the past upon the future runs through the present. I argue that this tenet, given certain data, can force conceptual changes upon us. I attempt to formulate a heuristic for discovery, based as explicitly as possible upon this tenet, and illustrate it by means of several examples, one of which is Mendel's discovery of genes.

This paper aims to consider some semantic aspects of the phenomenon of hermeneutical injustice overlooked in recent literature. First, we examine different cases of hermeneutical injustices and we propose to classify them according to their semantic structure. The core of this classification lies in the distinction between cases related to problems of content and cases related to problems of circulation of social concepts. Second, we criticize a semantic conception, implicit in much of the literature concern- ing hermeneutical injustice, according to (...) which concepts are mere labels. We show that this conception cannot provide an adequate understanding of the different cases of hermeneutical injustice that we identify: first, because it fails to capture the dynamics of conceptual change or refinement that these cases involve and, second, because it leads to diagnosing them as mere problems of concept application. (shrink)

W.V. Quine’s article “Two Dogmas of Empiricism” is one of the most influential works in 20thcentury philosophy. The article is cast most explicitly as an argument against logical empiricists such as Carnap, arguing against the analytic/synthetic distinction that they appeal to along with their verificationism. But the article has been read much more broadly as an attack on the notion..

: This paper offers a preliminary analysis of conceptual change between event concepts. It begins with a brief review of the major findings of cognitive studies on event knowledge. The script model proposed by Schank and Abelson was the first attempt to represent event knowledge. Subsequent cognitive studies indicated that event knowledge is organized in the form of dimensional organizations in which temporally successive actions are related causally. This paper proposes a frame representation to capture and outline the (...) internal structure of event concepts, in particular, their causal connections. The frame representation offers an effective method to analyze the relations between event concepts, and to expose the unique cognitive mechanisms behind conceptual change involved event concepts. Finally this paper shows that the frame representation of event concepts is instrumental to understanding an important historical episode of conceptual change in the context of nineteenth-century optics. (shrink)

David Chalmers has recently argued that Bayesian conditionalization is a constraint on conceptual constancy, and that this constraint, together with “standard Bayesian considerations about evidence and updating,” is incompatible with the Quinean claim that every belief is rationally revisable. Chalmers’s argument presupposes that the sort of conceptual constancy that is relevant to Bayesian conditionalization is the same as the sort of conceptual constancy that is relevant to the claim that every belief is rationally revisable. To challenge this (...) presupposition I explicate a sort of “conceptual role” constancy that a rational subject could take to be necessary and sufficient for a rule of Bayesian conditionalization to govern her belief updating, and show that a rational subject may simultaneously commit herself to updating her beliefs in accord with such a rule and accept the claim that every belief is rationally revisable. (shrink)

In recent times it has become fashionable to emphasize the role of conceptual change in the history of science. To judge from recent writers, every significant theoretical change in science is first and foremost a revolution in scientific concepts—a conceptual revolution. According to this view, every level of experience is affected by each fundamental theoretical change: physical theory, experimental practice and even perceptual experience. The Aristotelian patrician who watched the sun sink beneath the horizon not (...) only had different beliefs about the phenomenon but actually saw something different from the Newtonian gentleman who saw the horizon rise above his eye-sun line, and the Einsteinian professional who saw the sun's varying geometrical relations to the world light-geodesics on which successive temporal stages of his eye world-line lay. Moreover, such is the completeness of the conceptual-experiential shifts undergone in a fundamental scientific change that it is impossible to meaningfully discuss the one theory within the confines of the other or, indeed, to provide any systematic, cumulative comparison of successive theories. (shrink)

A major theme of recent philosophy of science has been the rejection of the empiricist thesis that, with the exception of terms which play a purely formal role, the language of science derives its meaning from some, possibly quite indirect, correlation with experience. The alternative that has been proposed is that meaning is internal to each conceptual system, that terms derive their meaning from the role they play in a language, and that something akin to "meaning" flows from (...) class='Hi'>conceptual framework to experience. Much contemporary debate on the nature of conceptual change is a direct outgrowth of this holistic view of concepts, and much of the inconclusiveness of that debate derives from the lack of any clear understanding of what a conceptual system is, or of how conceptual systems confer meaning on their terms. (shrink)

The theoretical status of ‘niche construction’ in evolution is intensely debated. Here we substantiate the reasons for different interpretations. We consider two concepts of niche construction brought to bear on evolutionary theory; one that emphasizes how niche construction contributes to selection and another that emphasizes how it contributes to development and inheritance. We explain the rationale for claims that selective and developmental niche construction motivate conceptual change in evolutionary biology and the logic of those who reject these claims. (...) Our analysis shows how the contention arises from alternative assumptions regarding the causal independence of the processes that generate variation, differential fitness and inheritance. (shrink)