This book contains important technical innovations, including comparative measures for the testable content, depth, and unity of scientific theories. Originally published in 1984. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich (...) scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905. (shrink)

Karl Raimund Popper was born in Vienna on 18 July 1902. He enrolled at the University of Vienna in 1918 and at the Pedagogic Institute in Vienna in 1925. He was a secondary schoolteacher for several years from 1930 on. His Logik der Forschung was published in 1934. It was brought to Einstein's attention by Frieda Busch, wife of the founder of the Busch Quartet, at the suggestion of her son‐in‐law, the pianist Rudolf Serkin, who was a good friend of (...) Popper's. Einstein told Popper that, purified of certain errors he had noted, the book “will be really splendid”; a considerable correspondence ensued between them. The book also brought Popper invitations to England, where he spent much of 1935–6, meeting Susan Stebbing, Ayer, Berlin, Russell, Ryle, Schrödinger, Woodger, and, at the London School of Economics, Hayek and Robbins. In 1937 he took up a lectureship in philosophy at Canterbury University College, in Christchurch, New Zealand. There he wrote “The poverty of historicism” (1944–5) and The Open Society and its Enemies (1945); he called the latter his “war work.” Both these works contain interesting ideas about the special problems and methods of the social sciences. Later works, including an autobiography (1976), are listed at the end of the chapter. (shrink)

This article examines the declining prestige and utility of one of the mainstays of pre-Enlightenment peacemaking: treaties uniting once belligerent dynasties through marriage. By the late Middle Ages, interdynastic marriages had become such a common feature of the diplomatic landscape that the practice seemed almost transhistorical, something that was done always and everywhere. By the reign of Louis XIII, however, statesmen began stressing the limits of interdynastic marriage as a diplomatic strategy. This transformation of French affairs of state coincided with (...) the appearance of prose romances that scholars identify retrospectively as the first French novels. This essay focuses on two of the most popular and influential of these novels, César Vichard de Saint-Réal's Dom Carlos and the Countess of La Fayette's La Princesse de Clèves, as responses to the devaluation of the marriage diplomacy that had established dynastic networks between France and the Mediterranean world for centuries. Both works center on the 1559 Peace of Cateau-Cambrésis between France and Spain, which married Henri II's daughter Elisabeth de Valois to King Philip II. While Saint-Réal does not condemn such arrangements wholesale, he suggests that their success is highly subject to fortune. La Princesse de Clèves owes much to Saint-Réal's portrayal of the personal costs of marriages of state, as well as to Madame de La Fayette's own observations of the French and Savoyard courts. Although her focus on the interior life of her heroine limits explicit political commentary, her allusions to miserably unhappy queens-consort cast marriage diplomacy in an overwhelmingly negative light. (shrink)

Museum education is a complex and specialized endeavour, even more so when involving partnerships with schools. In this paper, we engage with theories that support understanding of museum-educator pedagogies. Dewey's notion of occupations is explored as offering a better theorization of pedagogical possibilities than that available through ideas associated with identity. Museum-educator pedagogies shape occupations, as the coherence of interest-purpose-meaning. Such shaping is not a purely individual human action, as occupations are social and material, as being-in-the-world. Heidegger's phenomenological understanding of (...) the working of art, critiqued by Schapiro, enables further comprehension of this pedagogical working. Both theories together provide insights into museum-educator pedagogies as expressive of the always challenging art of education. (shrink)

Baldwin Effect, in which there has been a revival of interest in recent years, is disentangled from certain other ideas which, while resembling it in some ways, also differ importantly from it. Baldwin's original idea was that a 'voluntarily' adopted practice which is adaptive can foster, in some non-Lamarckian way, 'coincident variations' that render the practice instinctive and heritable. It is argued that this idea involves a surreptitious slide back to Lamarckism.

At the seventh international congress of Logic, Methodology, and Philosophy of Science, held at Salzburg in 1983, I was talking with John Searle when I glanced at my watch and exclaimed, I must run. I'm due to solve the problem of induction at 2.15. ‘Yes,’ he replied, I must go too; I'm due to solve the mind-body problem. I don't know how seriously he meant his remark, but I did actually believe that I had cracked this old problem in (...) the Epilogue of my Science and Scepticism,1 the manuscript of which was then with the publisher. In that book I drew a sharp distinction between the problem which faces a theoretical scientist trying to select, out of several competing theories, the one that best fulfils the aim of science, and the pragmatic problem which faces an applied scientist or practical decision-maker trying to select, out of several competing hypotheses, the one that offers the best guidance. I had what I still regard as a viable solution to the theoreticians problem. It aid that theoreticians should prefer that theory, if there is one, that is the best corroborated; for on a certain non-trivial but uncontroversial assumption about what kinds of test have been made, the best corroborated theory will best satisfy what I claimed to be the optimum aim for science: it will be deeper and wider than its rivals and, moreover, possibly true, given all the reported outcomes of tests in its field. For present purposes we can forget the explications I offered for ‘deeper’ and ‘wider’. As to ‘possibly true’: this reflects the abandonment of hopes that science can arrive at theories that are certainly true, or at least have a high probability of being true, or at the very least have had their probability raised by the experimental evidence. (shrink)

This paper considers criticisms of the author's Science and Scepticism advanced by Fred D' Agostino, Graham Oddie, Elie Zahar, Alan Musgrave, and John Worrall. The criticisms concern the following topics: the aim of science, unified theoryhood, the empirical basis, corroboration by already known evidence, the idea that scientific theories need be no more than possibly true, and the pragmatic problem of induction. Various clarifications and improvements result, and on the last topic the author significantly modifies his position.

By 'scientific theory' I shall mean a core of fundamental assumptions fleshed out by a suitable array of auxiliary assumptions. Let there be two or more competing scientific theories in a certain field, thrown up by rival research programmes in Lakatos's sense. Now consider these two questions: (1) Which of these theories should I accept? (2) Which of these theories should I work on? They are surely very different questions. The personal pronoun 'I' could be dropped from question (1), which (...) could be reformulated as 'Which of these theories should anyone accept as the best one, in the light of the presently available evidence?' In my (1984) I suggested that the best theory is the one that best fulfils what I depicted as the optimum aim for science; and this, I argued, will be the one that is best corroborated. Which means that we may turn question (1) into: (1 ') Which of these theories is best corroborated? (shrink)

Ultimately, the only good reason for restricting the freedom of responsible adults is to protect other people's freedom, to increase the overall enjoyment of freedom.

The first Darwin Lecture was given in 1977 by Karl Popper. He there said that he had known Darwin's face and name ‘for as long as I can remember’ ; for his father's library contained a portrait of Darwin and translations of most of Darwin's works . But it was not until Popper was in his late fifties that Darwin begin to figure importantly in his writings, and he was nearly seventy when he adopted from Donald Campbell the term ‘evolutionary (...) epistemology’ as a name for his theory of the growth of knowledge . There were people who saw evolutionary epistemology as a major new turn in Popper's philosophy. I do not share that view. On the other hand, there is a piece from this evolutionist period which I regard as a real nugget. (shrink)