A unique introduction to the philosophy of science with special emphasis on the life sciences. Part I presents elementary but fundamental concepts and problems in epistemology and their relation to questions of scientific methodology. Part II deals with case studies from the history of biology which illustrate particular philosophical points while Part III progresses to more complex ideas as on the nature and methodology of science. Part IV discusses the limitations of scientific enquiry and its relations to other systems of (...) knowledge and interpretation. (shrink)

Biology as a scientific discipline has relied heavily upon advances in chemistry and physics. An inherent danger in this relationship is the reduction of living phenomena to physico-chemical terms. Whitehead's Philosophy of Organism is utilized to examine current methodologies within biology and to evaluate their appropriateness for future research. Hemostatic regulation is employed to illustrate the applications of organistic concepts to biological research. It is concluded that understanding of living entities and their properties as well as possibly life itself will (...) require synthesis of the many analytical elements as informational structures. (shrink)

Empathy is important in our digitized and polarized world and an important aspect of education. What contribution can history teachers make to develop this in their students? In this study we investigated whether a lesson unit making use of eyewitnesses and designed from six pedagogical principles, resulted in more confidence in the ability to empathize, attributed importance to empathy and understanding of empathy by 10th grade students. In addition, we investigated the differences between two conditions: the use of a guest (...) speaker versus eyewitnesses in a documentary. In this quasi-experimental intervention study, we used a pretest-posttest-follow-up design. The data were collected via questionnaires containing closed and open questions. The results showed that students (N = 97) in both conditions gained confidence in their ability to empathize and improved their ability to explain what empathy means and why it is important. After two months, progress on these items was still significant. In the condition with the guest speaker students scored significantly higher on understanding empathy than students who participated in the lesson unit with the documentary. This study contributes to the understanding of developing empathy through the use of eyewitnesses in history classes and the measurement of students’ understanding of empathy. (shrink)

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial (...) design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students’ SSR. In combination with the curriculum materials, those design principles can help develop teachers’ pedagogical content knowledge and guide the design of tasks and units that develop SSR. (shrink)

This paper presents a comprehensive account of Peirce's post-1900 theory of abduction. The account aims at bringing together various strands of discussion in Peirce's work, showing how their interaction creates a more coherent picture of his thoughts on abductive reasoning as manifest after the turn of the century. The discussion is of a historical nature, rather than a critical assessment.

This collection of current research on logic programming languages presents results from a three-year, ESPRIT-funded effort to explore the integration of the foundational issues of functional, logic, and object-oriented programming. It offers valuable insights into the fast-developing extensions of logic programming with functions, constraints, concurrency, and objects. Chapters are grouped according to the unifying themes of functional programming, constraint, logic programming, and object-oriented programming.

This is an attempt to interpret the history of mechanism vs. vitalism in relation to the changing framework of culture and to show the interrelation between both these views and experimental science. After the scientific revolution of the seventeenth century, causal mechanism of classical physics provided the framework for the study of nature. The teleological and holistic properties of life, however, which are incompatible with this theory yielded — as a result both of internal developments within biology and of a (...) general reaction against dogmatic rationalism — to a vitalistic interpretation of life which ascribed a mysterious force to living organisms. It will be shown that both mechanism and vitalism are related to the experimental climate of the time in which they were popular. The controversy has now lost its raison d'être as a result of the development of the theory of systems and of a better understanding of the chemistry and evolution of life. (shrink)

This article provides somephilosophical ``groundwork'' for contemporary debatesabout the status of the idea(l) of critical thinking.The major part of the article consists of a discussionof three conceptions of ``criticality,'' viz., criticaldogmatism, transcendental critique (Karl-Otto Apel),and deconstruction (Jacques Derrida). It is shown thatthese conceptions not only differ in their answer tothe question what it is ``to be critical.'' They alsoprovide different justifications for critique andhence different answers to the question what giveseach of them the ``right'' to be critical. It is arguedthat (...) while transcendental critique is able to solvesome of the problems of the dogmatic approach tocriticality, deconstruction provides the most coherentand self-reflexive conception of critique. A crucialcharacteristic of the deconstructive style of critiqueis that this style is not motivated by the truth ofthe criterion (as in critical dogmatism) or by acertain conception of rationality (as intranscendental critique), but rather by a concern forjustice. It is suggested that this concern should becentral to any redescription of the idea(l) ofcritical thinking. (shrink)

Cancers often express hundreds of genes otherwise specific to germ cells, the germline/cancer (GC) genes. Here, we present and discuss the hypothesis that activation of a “germline program” promotes cancer cell malignancy. We do so by proposing four hallmark processes of the germline: meiosis, epigenetic plasticity, migration, and metabolic plasticity. Together, these hallmarks enable replicative immortality of germ cells as well as cancer cells. Especially meiotic genes are frequently expressed in cancer, implying that genes unique to meiosis may play a (...) role in oncogenesis. Because GC genes are not expressed in healthy somatic tissues, they form an appealing source of specific treatment targets with limited side effects besides infertility. Although it is still unclear why germ cell specific genes are so abundantly expressed in cancer, from our hypothesis it follows that the germline's reproductive program is intrinsic to cancer development. (shrink)

The political engagement of scientists is not necessarily left-wing, and even when it is, it can take widely varying forms. This is illustrated by the specific character of Dutch scientific activism in the 1930s and 40s, which took shape in a society where ‘pillarized’ social divisions were more important than horizontal class structure. This paper examines how, within this context, the Delft physicist Jan Burgers developed a version of scientific politics, built on a philosophy of value-laden science.

This study investigated potential risk factors (coping, perfectionism and self-regulation) for substantial injuries in contemporary dance students using a prospective cohort design, as high-quality studies focusing on mental risk factors for dance injuries are lacking. Student characteristics (age, sex, BMI, educational program and history of injury) and psychological constructs (coping, perfectionism and self-regulation) were assessed using the Performing artist and Athlete Health Monitor (PAHM), a web-based system. Substantial injuries were measured with the Oslo Sports Trauma Research Center (OSTRC) Questionnaire on (...) Health Problems and recorded on a monthly basis as part of the PAHM system. Univariate and multivariate logistic regression analyses were conducted to test the associations between potential risk factors (i.e. student characteristics and psychological constructs) and substantial injuries. 99 students were included in the analyses. During the academic year 2016-2017, 48 students (48.5%) reported at least one substantial injury. Of all factors included, coping skills (OR: 0.91; 95% CI: 0.84–0.98), age (OR: 0.67; 95% CI: 0.46–0.98) and BMI (OR: 1.38; 95% CI: 1.05–1.80) were identified as significant risk factors in the multivariate analysis. The model explained 24% of the variance in the substantial injury group. Further prospective research into mental risk factors for dance injuries with larger samples sizes is needed to develop preventive strategies. Yet, dance schools could consider including coping skills training as part of injury prevention programs and, perhaps, providing special attention to younger dancers and those with a higher BMI through transitional programs to assist them in managing the stress they experience throughout their (academic) career. (shrink)

'Broadening Horizons: multidisciplinary approaches to landscape study' presents nine papers on physical landscape research in the Mediterranean and the Near East. Giving prime place to young researchers working in this field, it brings together highly diverse applications ranging from ground survey to semi-automated remote sensing, from cuneiform studies to palynology and from human geography to paradigm re-evaluation. Aimed at a public of both students and scholars with a shared interest in the study of past landscapes, its aims are dual. In (...) presenting ongoing research which applies various techniques available to the student of landscape, it aims to add to the practice of these sub-fields. As such it may also provide a first insight into the particular methodologies addressed. In addition, by extending its gaze beyond geographical, temporal or disciplinary constraints, 'Broadening Horizons' addresses the need for a continued awareness of the many different methods and conceptualisations existing in this field. It hopes to illustrate some of the highly diverse ways in which to approach physical landscapes of the past and, by doing so, stress once again the value of continued cooperation between the many specialisations that make up this ever-expanding area of research. This is a very positive endeavour to improve cross-discipline awareness and collaboration. It is organised as a multi-facetted reader highlighting some of the wide ranging ways in which the past landscapes of the Mediterranean and Near East can be approached. It provides a significant contribution to the field of landscape research, and should prove of value to specialists and beginning researchers alike, both for its specific topics and its multidisciplinary approach. Professor Dr. M. Tanret, Head of the Dept. of Languages and Cultures of the Near East, Ghent University. (shrink)

J. H. van 't Hoff's 1874 Dutch pamphlet, in which he proposed the spatial arrangement of atoms in a molecule, is one of the most significant documents in the history of chemistry. This essay presents a new narrative of Van 't Hoff's early life and places the appearance of the pamphlet within the context of the 'second golden age' of Dutch science. We argue that the combination of the reformed educational system in The Netherlands, the emergence of graphical molecular modelling (...) within the theoretical and practical culture of chemistry during the 1860s and 1870s, as well as Van 't Hoff's own personal research trajectory, formed the background to his unprecedented attribution of spatial meaning to the traditional concept of atomic 'arrangement'. We also present a new English translation of the pamphlet, for we have found that the existing translation, published by G. M. Richardson in 1901, contains many errors, changes and omissions. The new version offers a more accurate rendition in English of Van 't Hoff's style and argument. (shrink)

This volume collects research essays varying in style and quality. Some are broad-ranging while others are focused on specific interpretative issues. Despite what one might expect given the title,...

Ce livre contient les actes d'un seminaire de recherche qui fut organise au sein de l'Institut superieur de philosophie a Louvain-la-Neuve en 1996. Centre sur des problemes de methodologie souleves par l'edition, la traduction et l'interpretation des textes anciens et medievaux, ce seminaire poursuivit le but de mettre en relief les presuppositions philosophiques qui sous-tendent toute decision methodologique. Ainsi Philipp W. Rosemann essaie de montrer dans sa contribution que le neo-medievisme actuel ne peut etre compris que dans le contexte du (...) mouvement postmoderne; Jos Decorte et Charles Burnett analysent les fondements theoriques de la pratique medievale de la traduction; Laura Rizzerio parle de la difficulte d'interpreter une philosophie qui, comme celle de Platon, questionne la valeur de l'ecriture; Steve G. Lofts se penche sur les connections entre strategies d'interpretation et philsophie de l'histoire chez Cassirer. D'autres contributions decrivent de nouvelles approches methodologiques a des problemes anciens, tels la difficile question de l'authenticite et chronologie des oeuvres aristoteliciennes (Christian Rutten) ou le probleme de la traduction des textes thomistes (C. Brouwer - M. Peeters). (shrink)

In this article, I present a new argument for God’s existence, which I term the argument from non-bruteness. The argument is premised on the idea that the fundamental structure of reality cannot be a brute fact and must have an ultimate reason. By focusing on the concept of self-evidence, I first examine the relationship between possible worlds and what I refer to as cognitive perspectives. I then argue that an ultimate explanation for reality's fundamental structure necessitates an absolute perspective—one that (...) fully grasps this explanation— thereby affirming the existence of God as the absolute subject who possesses it. I summarize the core ideas of the argument, provide a formal exposition, and address potential objections. (shrink)

I propose a new argument for the existence of God. God is defined as a conscious being that is the first cause of reality. In its simplified initial form, the argument has two premises: all possible truths are knowable, and it is impossible to know that the proposition that God does not exist is true. From and it follows that the proposition that God exists is necessarily true. After introducing the argument in its crude initial form and laying out the (...) core intuitions behind its premises, I point to two difficulties that this simplified version faces. I then go on to show how the argument can be revised to handle these difficulties. I defend the revised argument from various objections. (shrink)

In a recent paper, Stefan Wintein criticizes my responses to the objections he raised to my modal-epistemic argument (MEA) for the existence of God. In this paper, I continue our debate and respond to Wintein’s criticisms of my previous responses. I argue that Wintein’s criticisms are unsuccessful. As a result, the MEA still stands.

Recently, Stefan Wintein published an article in which he presents four objections to my modal-epistemic argument for the existence of God. His first objection is an alleged counterexample to the argument’s first premise, and the second objection is an alleged counterexample to the argument’s second premise. Wintein’s third objection attempts to show that the modal-epistemic argument is circular. Finally, the fourth objection is a parody objection. In this paper, I show that Wintein’s four objections all fail.

A core presumption of object oriented ontology and other speculative realisms is that there is a world independent of the mind that can be successfully inquired and should take center stage in our reflections again. A profound case for this realist presumption is found in Meillassoux’s After Finitude. He aims to secure our access to reality as it is in itself by refuting correlationism according to which we cannot escape reality as it is thought by us. He presents three arguments: (...) ancestrality, facticity and mathematization. On the first argument correlationism fails because it cannot render scientific statements about an universe anterior to us meaningful. I address the worry that he might not take this to be a real argument against correlationism and argue that it in any case fails. On the second argument correlationism is flawed since it remains committed to absolute possibilities. I argue that this argument is untenable as well. On his third argument correlationism fails because science reveals a mathematically describable reality indifferent to our existence. I argue that the almost perfect mathematization of nature can actually be cashed out as an argument for correlationism. I conclude by proposing an alternative way of showing that mathematics is the language of the absolute understood as a radical contingent hyperchaos. (shrink)

Over the last few decades there has been a strong narrative turn within the humanities and social sciences in general and educational studies in particular. Especially Jerome Bruner’s theory of narrative as a specific ‘mode of knowing’ was very important for this growing body of work. To understand how the narrative mode works Bruner proposes to study narratives ‘at their far reach’—as an art form—and on several occasions he refers to the dramatistic pentad as an important method for ‘unpacking’ narratives. (...) The pentad proposed by Bruner to study narratives was developed by the American philosopher and rhetorician Kenneth Burke and is embedded in his general linguistic theory of dramatism. From an educational perspective Bruner’s reference to the work of Burke has not been elaborated upon thus far. In this paper we aim to take Bruner’s suggestion at hand and explore how his educational theory of narrative as a mode of knowing can indeed be enriched by Kenneth Burke’s theory and method of dramatism. We claim that specifically the rhetorical framework that is developed by dramatism offers an important perspective about perspectives for education in a context that is increasingly confronted with a plurality of interpretive frameworks. (shrink)

Ever since Plato, philosophers have developed rational arguments for the existence of God. In the last decades the philosophical interest in these arguments has grown again significantly. In this book cosmological arguments are investigated. A cosmological argument derives the existence of God from the fact that there exist caused things. In the first part of this book the author argues that these arguments show that it is plausible that the cosmos was brought about by a necessarily existing conscious, free being. (...) However, as is shown as well, it does not follow that this being is also the first cause of the whole of reality, something typically said of God. In the second part of the book a new argument for the existence of a first cause is presented, based on the premises of atomism and causalism. Subsequently, the author proposes a new modal-epistemic argument for the existence of a conscious, free being who is the first cause of reality. Objections to both new arguments are evaluated and refuted. The book concludes with the observation that these arguments can be combined with cosmological arguments in order to arrive at a renewed case for theism. (shrink)

In our research and teaching we explore the value and the place of rhetoric in education. From a theoretical perspective we situate our work in different disciplines, inspired by major ‘turns’: linguistic, cultural, anthropological/ethnographic, interpretive, semiotic, narrative, literary, rhetorical etc. In this article we engage in the discussion about what all these turns might entail for education by elaborating on what it implies to read the world as a ‘text'—as is central in a semiotic approach—and by introducing new rhetoric in (...) general, and the work of the literary critic and rhetorician Kenneth Burke in particular, as a possible theoretical and methodological resource. We illustrate its application in the analysis of a fictional narrative. Our aim is to explore how an understanding of education as rhetoric can be integrated into the teacher education curriculum. (shrink)