THE PROBLEM OP KNOWLEDGE l CONCEPTIONS OF KNOWLEDGE An immediate difficulty which faces any discussion of the present kind is that there are so many ...

The host of the growth of knowledge hallmarks, concocted by various philosophy of science models , is contemplated. It is enunciated that the most appropriate one is provided by methodology of scientific research programmes. Some salient drawbacks of the model, caused by the ambivalence of its basic notions, e.g. of the notions of ‘empirical content of a theory’, ‘progressive’ and ‘regressive’ ‘problemshifts’ can be mitigated by enriching the Lakatosian model with Nancy Cartwright’s results. To recapitulate: the genuine (...) class='Hi'>growth of knowledge consists in the growth of causal explanations . -/- . (shrink)

Criteria of the growth of knowledge proposed in modern philosophy of science are considered. It is argued that the model of growth that fits the peculiarities of social sciences&humanities is provided by the methodology of scientific research programmes. Yet one has to correct some drawbacks. The author concludes that the real growth of knowledge consists in the growth of causal explanations and in the corresponding growth of empirical content of the theories from superseeding (...) scientific research programmes. -/- Key words: R.Rorty, M.Weber,N.Cartwright -/- . (shrink)

(1941). A survey of the growth of knowledge about certain parts of the foetal cardio-vascular apparatus, and about the foetal circulation, in Man and some other mammals. Part I: Galen to Harvey. Annals of Science: Vol. 5, No. 1, pp. 57-89.

I want to consider how the general characteristics of a discipline might facilitate ?social mechanisms for distributing knowledge? that do not depend on uniformity of use, but, in fact, on different uses by different people. Indeed, I want to show that the ways in which a discipline is organized afford the growth of knowledge and do so, in particular, by facilitating an approach to what Thomas Kuhn described as ?the essential tension? between, on the one hand, the (...) traditional or customary elements of disciplined enquiry, which are prerequisites for there being a community of enquiry, and, on the other hand, the innovative elements of disciplined enquiry, which are needed on account of the always already inadequate character of our engagement with the objects of enquiry. (shrink)

Normal science involves persistent collective application of an agreed research agenda. Anomaly can threaten normal science, but so too can “undue persistence” in that agenda by a normal science peer group. We consider how “undue persistence” might be a collective effect of the common incentive structure that individual members of the peer group typically face in relation to their careers. To understand how “undue persistence” might be ameliorated, we consider the affordances of a peer’s membership of a departmental collegium, organized (...) on a different basis than the specialist peer group and hence able to supply the individual scholar with kinds of information and critical comment that may occasion off-agenda contributions to the specialty. The idea of brokerage is borrowed from the sociology of innovation to see how a scholar’s departmental colleagues might be able to broker new ways of thinking that can assist in the avoidance of “undue persistence”. (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)

Peter Munz, a former student of both Popper and Wittgenstein, begins his comparison of the two great twentieth-century philosophers, by explaining that since the demise of positivism there have emerged, broadly speaking, two philosophical options: Wittgenstein, with the absolute relativism of his theory that meaning is a function of language games and that social configurations are determinants of knowledge; and Popper’s evolutionary epistemology – conscious knowledge is a special case of the relationship which exists between all living beings (...) and their environments. Professor Munz examines and rejects the Wittgensteinian position. Instead, _Our Knowledge of the Growth of Knowledge_, first published in 1985, elaborates the potentially fruitful link between Popper’s critical rationalism and Neo-Darwinism. Read in the light of the latter, Popper’s philosophy leads to the transformation of Kant’s Transcendental Idealism into ‘Hypothetical Realism’, whilst the emphasis on the biological orientation of Popper’s thought helps to illumine some difficulties in Popper’s ‘falsificationism’. (shrink)

The growth of knowledge and its effects on the practice of medicine have been issues of philosophical and ethical interest for several decades and will remain so for many years to come. The outline of the present volume was conceived nearly three years ago. In 1987, a conference on this theme was held in Maastricht, the Netherlands, on the occasion of the founding of the European Society for Philosophy of Medicine and Health Care (ESPMH). Most of the chapters (...) of this book are derived from papers presented at that meeting, and for the purpose of editing the book Stuart Spicker, Ph. D., joined two founding members of ESPMH, Henk ten Have and Gerrit Kimsma. The three of them successfully brought together a number of interesting contribu tions to the theme, and ESPMH is grateful and proud to have initiated the production of this volume. The Society intends that annual meetings be held in different European countries on a rotating basis and to publish volumes related to these meetings whenever feasible. In 1988, the second conference was held in Aarhus, Denmark on "Values in Medical Decision Making and Resource Allocation in Health Care". In 1989, a meeting was held in Czestochowa, Poland, on "European Traditions in Philosophy of Medicine. From Brentano to Bieganski". It is hoped that these conferences and the books to be derived from them, will initiate a new European tradition, lasting well into the 21 st century! P. J. (shrink)

This book draws its inspiration from Hilbert, Wittgenstein, Cavaillès and Lakatos and is designed to reconfigure contemporary philosophy of mathematics by making the growth of knowledge rather than its foundations central to the study of mathematical rationality, and by analyzing the notion of growth in historical as well as logical terms. Not a mere compendium of opinions, it is organised in dialogical forms, with each philosophical thesis answered by one or more historical case studies designed to support, (...) complicate or question it. The first part of the book examines the role of scientific theory and empirical fact in the growth of mathematical knowledge. The second examines the role of abstraction, analysis and axiomatization. The third raises the question of whether the growth of mathematical knowledge constitutes progress, and how progress may be understood. Readership: Students and scholars concerned with the history and philosophy of mathematics and the formal sciences. (shrink)

This book sketches the history of higher education, in parallel with the development of science. Its goal is to draw attention to the historical tensions between the aims of higher education and those of science, in the hope of contributing to improving the contemporary university. A helpful tool in analyzing these intellectual and social tensions is Karl Popper's philosophy of science demarcating science and its social context. Popper defines a society that encourages criticism as "open," and argues convincingly that an (...) open society is the most appropriate one for the growth of science. A "closed society," on the other hand, is a tribal and dogmatic society. Despite being the universal home of science today, the university, as an institution that is thousands of years old, carries traces of different past cultural, social, and educational traditions. The book argues that, by and large, the university was, and still is, a closed society and does not serve the best interests of the development of science and of students' education. (shrink)

In The Poverty of Historicism, Popper claimed that because the growth of human knowledge cannot be predicted, the future course of human history is not foreseeable. For this reason, historicist theories like Marxism are unscientific or untrue. The aims of this article are: first, to reconstruct Poppers argument, second, to defend it against some critics, and third, to show that it is itself based a weak form of historicism.

Argumentation theorists can make a much larger case for the significance of their discipline than they appear to do. This larger case entails asking the overarching question, "How is knowledge driven?" and seeking the answer in arguments for which there is near universal agreement that they drove the growth of knowledge. Three such benchmark arguments are Newton's on motion, Darwin's on evolution, and Mill's on women's intellectual equality to men. These and other seminal historical arguments suggest that (...) alternative argumentation in light of evidence is the mechanism which drives the gro';1h of knowledge. There are also a number of surprising results, among them that even the most epistemically salient arguments contain significant errors and that what is "reasonable" is a constantly changing intuition which is biased against superior but nove! ideas. This approach suggests a new fallacy as well, the intuitive fallacy of believing that plausibility is evidence for likelihood. (shrink)

Finland is internationally known as one of the leading centers of twentieth century analytic philosophy. This volume offers for the first time an overall survey of the Finnish analytic school. The rise of this trend is illustrated by original articles of Edward Westermarck, Eino Kaila, Georg Henrik von Wright, and Jaakko Hintikka. Contributions of Finnish philosophers are then systematically discussed in the fields of logic, philosophy of language, philosophy of science, history of philosophy, ethics and social philosophy. Metaphilosophical reflections on (...) the nature of philosophy are highlighted by the Finnish dialogue between analytic philosophy, phenomenology, pragmatism, and critical theory. (shrink)

Economists’ conceptions about the “nature of the economic agent” are central to understanding their economic thinking, the phenomena that deserve their attention, the way they build models and theories—as well as the scope and relevance of those theories. Moreover, according to the “psychological” traits of the agent, the subsequent economic theory can accommodate (or not) certain economic phenomena. These claims certainly apply to Brian J. Loasby’s economics. The objective of this article is to survey and analyse Loasby’s reconstruction of economics (...) based on the revision of the psychological foundations of economic agent. We show the influence that George A. Kelly, Adam Smith, Alfred Marshall, Friedrich Hayek and Herbert Simon (among others) play in his work. According to Loasby, concepts such as uncertainty, motivation, imagination, and connecting principles, are central to explaining the growth and organization of knowledge, complexity, and the evolution of economic systems. (shrink)

Modern generally accepted models of the growth of knowledge are scrutinized. It is maintained that Thomas Kuhn’s growth of knowledge model is grounded preeminently on Heidegger’s epistemology. To justify the tenet the corresponding works of both thinkers are considered. As a result, the one-to-one correspondence between the key propositions of Heideggerian epistemology and the basic tenets of Kuhn’s growth of knowledge model is elicited. The tenets under consideration include the holistic nature of a paradigm, (...) the incommensurability thesis, conventional status of a paradigm caused by pragmatist way of its vocabulary justification and even the basic instance – connection between Aristotelean and Newtonian mechanics. It is conjectured that an indirect influence of Heidegger upon Kuhn should be taken into account to explain the isomorphism. For instance, through the works of Alexandre Koyré admired by Kuhn. As is well-known, Koyré had close professional links with another Russian émigré – Alexandre Kojev – who presented in his 1933-1939 Paris lectures Hegel’s “Phenomenology of Spirit” seen through the cognitive lens of Heideggerian phenomenology. Key words: Martin Heidegger, Thomas Kuhn, Imre Lakatos, growth of knowledge, paradigm, incommensurability thesis, holism, pragmatism. (shrink)

In Section 5 of his important paper, “Truth, Rationality, and the Growth of Knowledge,”’ Karl Popper discusses the requirements for knowledge to grow. According to Popper, a scientist often finds himself in the following problem-situation: A theory T that he has been using so far, while it can explain some facts, cannot explain others, and is falsified by still other facts. Consequently, the scientist desires to come up with a theory T‘ that will explain everything that T (...) could and at least some things that T could not, especially those facts which falsified T. Would not such a success, if we could emerge with a T’, be enough? Not so, claims Popper. Given that our aim is more and more interesting truth, “the logic of the general problem-situation” demands that T‘ satisfy other requirements as well. If these added requirements are not met, our aim of approach- ing truth would be vitiated.2 These additional requirements are three in all. First, that every new theory proposed, such as T‘, should proceed from some “simple, new, and powerful, unifying idea.” Second, that every new theory should be independently testable, and third, each such theory should pass some new, and severe, tests.3 Popper believes that the third requirement is crucial for the growth of knowledge, and he discusses it in considerable detail. My primary aim in this paper is to show that Popper’s arguments in support of his third requirement do not stand up. I shall argue that if knowledge can grow at all on Popper’s other assumptions then it can grow even if every new theory subsequent to the initial theory should violate Popper’s third requirement. In showing how knowledge can grow even though the third requirement is never satisfied, I use assumptions and methods which Popper allows himself. Hence, I leave open the question of the legitimacy of these assumptions and methods which have, in fact, been severely criticized by Adolf Grunbaum, David Miller, Pave1 Tichy, and others. (shrink)

In this paper a model is presented for the growth of knowledge in a dynamic scientific system. A system which is in some respects an idealization of a Lakatosian research program. The kinematics of the system is described in terms of two probabilistic variables, one of which is related to the evolution of its theoretical component and the other--to the growth of the empirical component. It is shown that when the empirical growth is faster than the (...) theoretical growth the posterior probability of the theoretical component increases. Thus, empirical progressiveness of a research program, as explicated in this model, is accompanied by an increase in the degree of confirmation. In such a case the system grows in a Popperian-like spirit, while learning from experience in a Bayesian manner. (shrink)

During the past decade some of the most provocative and controversial disputes concerning the philosophy and history of science have centered about the work of Thomas Kuhn and Sir Karl Popper. One, therefore, looks with anticipation to this volume which is based on a symposium held in July, 1965 where Kuhn, Popper and several of Popper's former students met for an intellectual confrontation. But the result is depressing. The volume is an editorial mess. Two of the main scheduled speakers never (...) appeared at the symposium, although papers by them are published here. Some of the remarks published here seem to be those spoken on the day the symposium was held while others, like Kuhn's answer to his critics, were written four years after the symposium. The result is a confusing and distracting editorial unevenness. While Kuhn's fair-minded opening paper raises some of the most important issues to be confronted, one quickly senses that the Popperians are not really very much interested in discussing Kuhn's work but rather in pushing their own pet theses. Kuhn puts this rather generously when he labels it an example of "talking-through-each-other." Most of the Popperians seem to be obsessed with Kuhn's understanding of normal science and neglect the much more interesting questions concerning his views on scientific revolutions, the sense in which science does and does not make progress, the criteria involved in adjudicating among competing theories. It is almost with relief that one reads Margaret Masterman's remark that it is a "crashingly obvious fact" that there is normal science. Ironically, Masterman's article which is basically sympathetic to Kuhn's work is the most illuminating and the most critical. More successfully than any of other contributors she shows the ambiguities involved in Kuhn's idea of a paradigm. One's wishes that the Popperians would take a good hard look at themselves and what they are doing as it is so disastrously illustrated here. Although ostensibly dedicated to serious critical rationalism, they seem more eager to score points than to understand what they are criticizing. Although they supposedly abhor clubiness, they are rapidly forming themselves into a scholastic circle where the object seems to be to show how brilliant or how stupid some other student of Popper is. Although they scorn the quest for origins, they are almost compulsive in attempting to show that anything worthwhile was previously said by Sir Karl. This book illustrates the faults of the Popperians at their worst and few of their virtues. There is much heat and wit, but little light.--R. J. B. (shrink)

The claim that we want to put forward is that Thomas Kuhn ’s growth of knowledge concept is drawn upon Heidegger’s epistemology. To bolster the tenet the corresponding works of both thinkers are considered. As a result, the one-to-one correspondence between the key propositions of Heideggerian epistemology and the basic tenets of Kuhn ’s growth of knowledge model is dawned. The tenets under consideration include the holistic nature of a paradigm, the incommensurability thesis, conventional status of (...) a paradigm caused by pragmatist way of its vocabulary justification and even the basic instance – connection between Aristotelean and Newtonian mechanics. It is conjectured that an indirect influence of Heidegger upon Kuhn should be taken into account to explain the isomorphism. For instance, through the works of Alexandre Koyré admired by Kuhn. As is well-known, Koyré had close professional links with another Russian émigré – Alexandre Kojev – who presented in his 1933-1939 Paris lectures Hegel’s “Phenomenology of Spirit” seen through the cognitive lens of Heideggerian phenomenology. Key words: Martin Heidegger, Thomas Kuhn, growth of knowledge, paradigm, incommensurability thesis, holism, pragmatism. (shrink)

A collective understanding that traces a debate between 'what is science?’ and ‘what is a science about?’ has an extraction to the notion of scientific knowledge. The debate undertakes the pursuit of science that hardly extravagance the dogma of pseudo-science. Scientific conjectures invoke science as an intellectual activity poured by experiences and repetition of the objects that look independent of any idealist views (believes in the consensus of mind-dependence reality). The realistic machinery employs in an empiricist exposition of the (...) objective phenomenon by synchronizing the general method to make observational predictions that cover all the phenomena of the particular entity without any exception. The formation of science encloses several epistemological purviews and a succession of conjectures cum refutation that a newer theorem could reinstate. My attempt is to advocate a holistic plea of scientific conjectures that outruns the restricted regulation of experience or testable hypothesis to render the validity of a chain of logical reasoning (deductive or inductive) of basic scientific statements. The milieu of scientific intensification integrates speculation that loads efficiency towards a new experimental dimension where the reality is not itself objective or observers relative; in fact the observed phenomenon divulges in the constructive progression of preferred methods of falsifiability and uncertainty. (shrink)

In his book The Value of Science Poincaré criticizes a certain view on the growth of mathematical knowledge: “The advance of science is not comparable to the changes of a city, where old edifices are pitilessly torn down to give place to new ones, but to the continuous evolution of zoological types which develop ceaselessly and end by becoming unrecognizable to the common sight, but where an expert eye finds always traces of the prior work of the centuries (...) past” (Poincaré 1958, p. 14). The view criticized by Poincaré corresponds to Frege’s idea that the development of mathematics can be described as an activity of system building, where each system is supposed to provide a complete representation for a certain mathematical field and must be pitilessly torn down whenever it fails to achieve such an aim. All facts concerning any mathematical field must be fully organized in a given system because “in mathematics we must always strive after a system that is complete in itself” (Frege 1979, p. 279). Frege is aware that systems introduce rigidity and are in conflict with the actual development of mathematics because “in history we have development; a system is static”, but he sticks to the view that “science only comes to fruition in a system” because “only through a system can we achieve complete clarity and order” (Frege 1979, p. 242). He even goes so far as saying that “no science can be so enveloped in obscurity as mathematics, if it fails to construct a system” (Frege 1979, p. 242). By ‘system’ Frege means ‘axiomatic system’. In his view, in mathematics we cannot rest content with the fact that “we are convinced of something, but we must strive to obtain a clear insight into the network of inferences that support our conviction”, that is, to find “what the primitive truths are”, because “only in this way can a system be constructed” (Frege 1979, p. 205). The primitive truths are the principles of the axiomatic system. Frege’s stress on the role of systems also determines his views on the growth of mathematical knowledge.. (shrink)

Popper's thesis that the growth of knowledge lies in the emergence of problems out of criticism and takes place in an autonomous world of products of the human mind (his so-called world-3) raises two questions: (1) Why does criticism lead to new problems, and (2) Why can only a limited number of tentative solutions arise at a given time? I propose the following answer: Criticism entails an overlooked evolutionary world-3 mechanism, namely, the migration of piece meal conceptual schemes (...) from one research tradition to another. Popper by passed the questions above because he relied very heavily on the selective power of criticism. (shrink)

I argue that knowledge about the human condition can be derived from appreciating works of fictional literature. I support this claim in two major ways. ;First, I present a theory of "fictive modeling," which holds that: Fictive works may embody the structure of some subject matter ; and Such an embodiment allows the subject matter's structure to become more perspicuous to suitable appreciators and, thereby, susceptible to a wide range of epistemic operations . I contend this theory accommodates more (...) segments of the knowledge acquisition process than standard propositional theories, which limit what we learn from fiction to propositions contained either implicitly or explicitly in a fictive text. I hold that fictive knowledge includes shifts in pattern recognition, conceptual classification and analogical projection--each of which is an important epistemic result in science and practical affairs, yet which is inadequately articulated by the notion of a determinate proposition. ;Second, I analyze several kinds of knowledge fiction typically generates about the human condition. These include both descriptive and normative knowledge concerning human emotions, subjective "ways of seeing," and self-deceptions, as well as imaginative knowledge of other people's views and circumstances. ;In my discussion, I challenge Plato's conception that fictive art leads appreciators to have hedonic and emotive experiences which discourage the attainment of knowledge. I contend Plato underestimates the capacity of appreciators to subject fictive models to critical testing and, in this way, to control such experience. Critical testing may be accomplished by employing the claims and procedures of experts or the appreciator's own experiences. ;I also discuss the beneficial role served by literacy critics, who guide appreciators in identifying and assessing epistemic models contained in fictive works. Concerning the problem of multiple, yet contrary, interpretations of a work , I claim there is no logical difficulty here, since there are good reasons to accept the premise that fictive works are structurally ambiguous objects. (shrink)

This text provides a critique of the subjective Bayesian view of statistical inference, and proposes the author's own error-statistical approach as an alternative framework for the epistemology of experiment. It seeks to address the needs of researchers who work with statistical analysis.

This classic remains one of Karl Popper's most wide-ranging and popular works, notable not only for its acute insight into the way scientific knowledge grows, but also for applying those insights to politics and to history.

In the course of researching the question ‘What does it mean for knowledge to grow?’, the author has developed a large and unique compendium of components, some of which are knowledge systems that serve as research and creativity support systems. The self-modifying, self-effecting creative process and the results of developing and working with these systems, using novel methods and drawing on eclectic sources, is discussed.